A Study on the Construction of a Practical Teaching System for Early Childhood Music Education Based on the Development of Hainans Li and Miao Cultural Resources

Abstract

The intangible cultural heritage of the Li and Miao ethnic groups in Hainan encompasses rich artistic significance and profound humanistic educational value. Integrating such indigenous cultural resources into the training of preschool education professionals at higher education institutions, as well as into frontline music classrooms in kindergartens, represents an effective approach to promoting the dynamic preservation of local traditional culture and enhancing the quality of early childhood education. This study, supported by the Hainan Provincial Education Innovation Project (Hnjg2026175), examines the educational value of local musical materials—such as Li ethnic bamboo and wooden instruments, the nose flute, Miao folk songs, and traditional folk songs and dances—in the teacher training process for early childhood education. Addressing current challenges in early childhood music education, namely the inadequate integration of local musical materials, the limited diversity of teaching methods, and the disconnect between practical training content and the actual demands of kindergarten teaching roles, this study proposes a comprehensive practical teaching framework titled "Cultivation Objectives, Teaching Content, Implementation Model, and Multi-dimensional Evaluation." The findings demonstrate that adopting a practical pathway involving field cultural research, secondary development of curriculum content, classroom-based practical experience in kindergartens, and community-based public service activities can effectively enhance the music teaching design and innovative practical skills of early childhood education students. Furthermore, it provides replicable and actionable implementation strategies for integrating Hainan ethnic traditional culture into kindergarten classrooms.