Curriculum Creation of Foshan Cai Zha Culture in Early Childhood Education

HUO Kaili, LU Lixia, LI Huiyan

Abstract

Kindergarten local cultural education often prioritizes formal presentation over meaning transformation. This study focuses on Foshan Cai Zha (a traditional craft) and examines, from a semiotic perspective, how its cultural symbols can be transformed into early childhood curriculum. It systematically analyzes the three-step process of framing, covering, and decorating, and distills three translation strategies: from conventional structures to play modules, from cultural textures to sensory dialogue, and from fixed narratives to puzzles of meaning. Using the thematic activity "The Birth of My Magical Companion," the study presents a practical pathway from semiotic analysis to curriculum creation, aiming to integrate intangible cultural heritage into early childhood education.

Keywords

Foshan Cai ZhaCultural symbolsCurriculum creationEarly childhood educationSemiotics

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