Bounded Empowerment: Constructing Augmented Reality Resources for a Kindergarten-Based Curriculum

Aining Peng; Yuxin Zhang; Yalan Lang

doi:10.47297/wspiedWSP2516-250008.20261007

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Bounded Empowerment: Constructing Augmented Reality Resources for a Kindergarten-Based Curriculum

Volume 10, Issue 7

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Bounded Empowerment: Constructing Augmented Reality Resources for a Kindergarten-Based Curriculum
Bounded Empowerment: Constructing Augmented Reality Resources for a Kindergarten-Based Curriculum
Danzishi Kindergarten, Nan'an, Chongqing, 400061, China
Vol. 10, Issue 7, Pages: 39-42(2026)
Online First：28 August 2026，

Published：30 July 2026
DOI：10.47297/wspiedWSP2516-250008.20261007
Accepted：

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Peng Aining,Zhang Yuxin,Lang Yalan.Bounded Empowerment: Constructing Augmented Reality Resources for a Kindergarten-Based Curriculum[J].Journal of International Education and Development,2026,10(07):39-42.
DOI：

Peng Aining,Zhang Yuxin,Lang Yalan.Bounded Empowerment: Constructing Augmented Reality Resources for a Kindergarten-Based Curriculum[J].Journal of International Education and Development,2026,10(07):39-42. DOI： 10.47297/wspiedWSP2516-250008.20261007.

摘要

Abstract

Augmented reality (AR) holds promise for early childhood education

yet two barriers hinder its integration into kindergarten-based curricula: teachers' limited technical capacity and the fragmentation of off-the-shelf resources misaligned with local curricular goals. This participatory action research

conducted across five senior classes (children aged 5–6

N = 150) at a public kindergarten in Chongqing

China

developed a bounded approach to AR resource construction within the kindergarten's Huiqu curriculum. The study made three contributions: A four-criteria suitability screening mechanism (i.e.

necessity

appropriateness

complementarity

safety) framing AR as a bounded supplement rather than a replacement for direct experience; a low-barrier AI-assisted workflow enabling teachers to author AR resources independently; and a reframing of the Engage–Interact–Represent–Transfer (E-I-R-T) cycle as an observation framework for evaluating whether AR genuinely supports children's experiential development. Two contrasting cases-a structural-observation resource on Chongqing stilt houses and a short-trigger resource on Peking Opera facial makeup-illustrate how differentiated intensity of technology use serves different curricular purposes. Findings suggest that AR's value lies not in maximizing digital exposure but in deploying it selectively

briefly

and with clear exit points that return children to tangible manipulation

peer interaction

and sustained play.

关键词

Keywords

references

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