A Theoretical Framework for Enhancing Preschoolers' Traditional Chinese Cultural Learning Through Interactive Animation Design Elements

Abstract

The purpose of this study was to enhance Chinese preschool students' traditional culture learning skills through interactive animation, and to improve preschool students' comprehension and creativity of traditional culture. The researchers conducted a literature review and theoretical development research on three parts: interactive animation element design, children's psycho-cognitive development, and Traditional Chinese Culture. In the first stage, the researchers researched the literature and conducted theoretical research on the plots, characters, colors, music, and touch elements of interactive animation design elements, to refine the interactive animation elements suitable for preschool students' comprehension and creativity. In the second stage, we summarized the interactive animations that suit the cognitive development of preschool students by combining the theories of children's psycho-cognitive development and strategies of interactive animation design. For the third stage, traditional cultural content elements suitable for designing interactive animation were explored by studying current traditional Chinese cultural content and investigating the current situation. The results show that interactive animation technology can more effectively improve preschool students' comprehension of traditional culture than traditional teaching. The contextualized teaching mode stimulates children's imagination and creativity. This study not only enriches the application of interactive animation in preschool education but also provides theoretical and practical support for future interactive animation technology.