The Current Situation and Problems of Integration of Intangible Cultural Heritage and Kindergarten Curriculum in Jiangxi Province

Abstract

The objectives of this study were to: 1) explore the status of the integration of intangible cultural heritage and kindergarten curriculum; 2) analyze the problems in the integration process. The study adopts qualitative methods, including literature review and field data collection, based on interviews with 31 participants and questionnaire information from 182 kindergarten teachers, and presents the results in a descriptive and analytical way. The study found that from the perspective of teachers, most teachers have a positive attitude towards intangible cultural heritage, but their cognition is insufficient, especially their limited understanding of local intangible cultural heritage resources, which affects the integration of intangible cultural heritage in the curriculum. From the perspective of curriculum, the status of the integration of intangible cultural heritage and kindergarten curriculum is not ideal, the frequency of curriculum development is low, the content selection is single, and the artistic intangible cultural heritage projects are given priority, resulting in an imbalance in the curriculum field and insufficient development of other intangible cultural heritage resources. These problems limit the deep integration and effective inheritance of intangible cultural heritage in kindergarten education. This study summarizes the status and problems of integration and provides experience for its further development.