Journal of Social Science and Human Research Studies (JSSHRS)

A Dialogue Between Children's Literature and Place-Based Education: Curriculum Development in Taiwanese Preschools

Shih, Yi-Huang

6 August 2026 · Vol. 2, Issue 8, pp. 1423-1426

DOI: 10.65150/EP-jsshrs/V2E8/2026-03

Abstract

Place-based education emphasizes reconnecting schooling with local contexts by grounding learning in the communities and natural environments where students live. Through this educational approach, learning becomes more authentic, meaningful, and culturally relevant, while fostering students' sense of place and strengthening their connections with their local communities and environments. Within this framework, children's literature serves as an important pedagogical medium that connects young children with the culture, history, and natural environment of the places in which they live. Rather than merely transmitting cultural knowledge, children's literature encourages children to actively explore and interpret local stories, cultural traditions, and lived experiences. Through this process, children develop cultural identity, cultivate a sense of belonging to their communities, and enhance their awareness of cultural preservation and sustainable local development. Therefore, children's literature can be regarded as an important bridge linking cultural sustainability and early childhood education. Through literary learning experiences that introduce young children to local history, cultural heritage, community stories, and traditional cultural practices, teachers can cultivate children's respect for cultural diversity while fostering their sense of community engagement, civic participation, and social responsibility. In doing so, children's literature not only contributes to the preservation and transmission of local culture but also promotes sustainable community development. From this perspective, children's literature fulfills an important role in cultural transmission while advancing the core principles of Education for Sustainable Development (ESD), particularly with regard to cultural sustainability, social inclusion, and community well-being. This pedagogical approach also aligns closely with the core principles of Taiwan's Early Childhood Education and Care Curriculum Framework, which emphasize holistic child development, social participation, cultural appreciation, and respect for life. Through meaningful literary learning experiences, young children develop language competence, empathy, imagination, critical thinking, and intercultural understanding. These competencies are increasingly recognized as essential capacities for future citizens to address the challenges of globalization, cultural diversity, and sustainable development. Accordingly, integrating children's literature into place-based education not only deepens young children's understanding of and identification with local culture but also cultivates their capacity to care for their communities, respect cultural diversity, and contribute to sustainable development. In this sense, children's literature demonstrates significant educational value in promoting cultural sustainability and fostering the competencies required of future citizens.

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Shih, & Yi-Huang (2026). A Dialogue Between Children's Literature and Place-Based Education: Curriculum Development in Taiwanese Preschools. Journal of Social Science and Human Research Studies, 2(8), 1423-1426. https://doi.org/10.65150/EP-jsshrs/V2E8/2026-03

@article{Shih2026,
  title   = {A Dialogue Between Children's Literature and Place-Based Education: Curriculum Development in Taiwanese Preschools},
  author  = {Shih and Yi-Huang},
  journal = {Journal of Social Science and Human Research Studies},
  year    = {2026},
  volume  = {2},
  number  = {8},
  pages   = {1423-1426},
  doi     = {10.65150/EP-jsshrs/V2E8/2026-03},
  url     = {https://doi.org/10.65150/EP-jsshrs/V2E8/2026-03}
}

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