Exploring the Impact of Hands-On Curriculum on Early Childhood Learning Experiences in East Asian Preschools: A Comparative Study

This qualitative study explores the impact of hands-on curriculum approaches on early childhood learning experiences in selected East Asian preschools through a comparative lens. Drawing on classroom observations, semi-structured interviews with preschool educators, and analysis of curriculum documents, the study examines how experiential, play-based, and activity-centered learning influences children’s cognitive engagement, social interaction, and motivation to learn. The findings suggest that hands-on curricula foster deeper conceptual understanding, promote collaborative learning, and support holistic child development, while also revealing contextual variations shaped by cultural values, teacher beliefs, and institutional expectations across different East Asian settings. By synthesizing educators’ perspectives and observed pedagogical practices, this study contributes to a nuanced understanding of how hands-on learning is enacted in early childhood classrooms and highlights implications for curriculum design and teacher professional development in culturally diverse preschool contexts.