Fostering Quality Early Childhood Education Through Inheritance and Innovation: The Practical Path of Visualized Teaching of Intangible Cultural Heritage in Kindergartens—A Case Study of the Foshan Qiuse Activities in the Second Kindergarten of Foshan Educational Workers' Union
Abstract
Objective: To explore how localized intangible cultural heritage (ICH) resources can be transformed into teaching content suited to the cognitive characteristics of children aged 3–6 through AR/VR digital modeling, immersive scene construction, and interactive task design. Methods: Taking the teaching practice of the Foshan Qiuse activity at the Second Kindergarten of Foshan Educational Workers' Union as a sample, an eight-week action research was conducted with 35 senior-class children, and data were collected through classroom observation, teacher–child interaction records and analysis of children's works. Results: A four-in-one ICH enlightenment model of "perception–experience–creation–communication" was constructed. Children's average frequency of voluntary hand-raising and speaking reached 2.1 times that of traditional activities, and the effective attention maintenance duration of easily distracted children in collective activities increased by an average of 12 minutes. Conclusions: Scientific and moderate integration of visualized teaching into the whole process of kindergarten activities can effectively improve teaching quality without undermining the play-based nature of preschool education, achieving a two-way integration between the policy requirement of quality early childhood education and the inheritance of local culture.
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References
- Ministry of Education of the People's Republic of China. Preschool Education Law [Z]. 2025.
- Ministry of Education of the People's Republic of China. Guiding Opinions on the Digital Transformation of Preschool Education [Z]. 2024.
- Ministry of Education of the People's Republic of China. Guide to Learning and Development for Children Aged 3–6 [Z]. 2012.