Immersive Practical Pathways of Integrating Red Themed Literary and Artistic Resources into Kindergarten Moral Education via the Five Dimensional Integrated Approach

Beibei Zhang; Yuhui Han; Ying Li; Deqiang Wang

doi:10.70088/14xt0102

Authors

Beibei Zhang School of Teacher Education, Hebei Normal University, Shijiazhuang, China Author
Yuhui Han School of Teacher Education, Hebei Normal University, Shijiazhuang, China Author
Ying Li School of Teacher Education, Hebei Normal University, Shijiazhuang, China Author
Deqiang Wang School of Home Economics, Hebei Normal University, Shijiazhuang, China Author

DOI:

https://doi.org/10.70088/14xt0102

Keywords:

moral education, early childhood, cultural resources, immersive learning, pedagogical models

Abstract

Red-themed literary and artistic resources offer significant potential for kindergarten moral education due to their perceptual and emotionally charged nature, making them highly promising tools for early childhood development. However, clear practical pathways for integrating these cultural resources into daily teaching remain lacking. This study investigates current utilization practices, identifies challenges faced by educators, and develops a theoretically grounded practical model to address these critical gaps. Employing a comprehensive mixed-methods design, quantitative data were collected via structured questionnaires from 107 kindergarten teachers across Hebei Province, China. Simultaneously, qualitative insights were gathered through in-depth semi-structured interviews with 15 key stakeholders, including principals, teachers, and parents. Results indicate that while educators widely recognize the inherent educational value of these resources, current practices—categorized into environmental design, curriculum integration, activity planning, community collaboration, and assessment—face notable difficulties. Key challenges include low child engagement, disjointed curricula, over-reliance on festival-driven events rather than sustained planning, superficial family-community collaboration, and the absence of coherent evaluation systems. Drawing on constructivist theory, situated cognition, and immersive learning frameworks, this study proposes a novel Five-Dimensional Integrated Approach encompassing environment, curriculum, activities, collaboration, and evaluation. This comprehensive framework yields immersive practical pathways providing adaptable guidance for transforming cultural resources into creative early childhood educational practices. Ultimately, these foundational findings offer a structured pedagogical model requiring further empirical validation across broader educational contexts and geographical regions.

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