Embedding Local Culture in Playful Early Learning: Insights from China via CHAT

Playful learning is essential for enhancing early childhood education, yet practical strategies for its implementation remain limited. This study presents evidence-based approaches for integrating playful learning with local cultural resources. Guided by Cultural–Historical Activity Theory (CHAT), data were collected through purposive sampling, document review, and semi-structured interviews with a manager, two teachers, and three parents at a high-quality Chinese preschool. Themes were analyzed using the activity system model. Findings show that embedding local cultural elements, such as shadow play, enriches curriculum design by aligning with children’s interests and supports teachers’ professional growth through curriculum-based action research. Thematic mapping facilitated skill development through play within a holistic framework. Strong pedagogical leadership, multi-tiered reflective training, and ongoing parent communication further strengthened implementation. These strategies offer insights for early childhood education theory and policy, supporting quality learning aligned with Sustainable Development Goal 4 (SDG 4). This study also illustrates how CHAT’s activity system model can identify key supports in teacher practice, contributing to future empirical research.