Year: 2026
Type: article
Abstract: Playful learning is essential for enhancing early childhood education, yet practical strategies for its implementation remain limited. This study presents evidence-based approaches for integrating playful learning with local cultural resources. Guided by Cultural–Historical Activity Theory (CHAT), data were collected through purposive sampling, document review, and semi-structured interviews with a manager, two teachers, and three parents at a high-quality Chinese preschool. Themes were analyzed using the activity system model. Findings show that embedding local cultural elements, such as shadow play , enriches curriculum design by aligning with children’s interests and supports teachers’ professional growth through curriculum-based action research. Thematic mapping facilitated skill development through play within a holistic framework. Strong pedagogical leadership, multi-tiered reflective training, and ongoing parent communication further strengthened implementation. These strategies offer insights for early childhood education theory and policy, supporting quality learning aligned with Sustainable Development Goal 4 (SDG 4). This study also illustrates how CHAT’s activity system model can identify key supports in teacher practice, contributing to future empirical research.
Author: Li Pei
Institution: Deakin University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,190
Funder: Deakin University
OpenAlex ID: W7154472192