Abstract
This study explores the cultural identity of preschoolers, focusing on their connection to Chinese and local community cultures, using experiential learning theory as the foundation. The research introduces the Experiential Wuyi Culture Theme-based Instruction (EWCTBI) module, designed to enhance preschoolers' cultural identity through hands-on, immersive activities based on the four-stage experiential learning cycle. The study follows the Design and Development Research (DDR) methodology, carried out in three phases. In the first phase, a needs analysis in Wuyishan City preschools, using interviews and observations, highlighted the need for a module focused on experiential Wuyi culture-themed activities. In the second phase, the EWCTBI module was developed with input from 12 experts through a Delphi panel, reaching consensus on eight aspects, including design, objectives, content, teaching strategies, and evaluation. Feedback from experts and teachers refined the module into its final prototype. In the third phase, the module was implemented and evaluated. Two teachers guided 32 preschoolers (aged 5-6) through 16 activities over eight weeks. Teachers received training to ensure effective implementation. The module's impact was assessed through observations, interviews, and a quasi-experimental method using the Wuyi Cultural Identity Scale for Preschoolers (WPCIS). Results from an independent samples t-test revealed a significant difference in cultural identity scores between the experiential and control groups, with a mean difference of 15.44 (p < 0.001), confirming the module's positive impact. The EWCTBI module introduces innovations compared to traditional cultural education, such as its focus on experiential, theme-based activities that actively engage children rather than relying on passive learning. The study concludes that the EWCTBI module effectively integrates cultural identity education into early Chinese and Wuyi cultural instruction. It proposes a framework for experiential theme-based activities to foster cultural identity in preschoolers. While rooted in the Wuyi context, the module's design principles and experiential approach can be adapted to other regions or cultures, offering a potential model for developing indigenous cultural curricula across China. Future research is suggested to explore this framework in diverse cultural settings.