Advantages of Preschool Teachers in Picture Book–Based Dramatic Play: An Activity Theory Perspective

Abstract

Picture book–based dramatic play, as a form of early childhood education integrating language expression, artistic creation, and social interaction, has garnered significant attention in recent years for cultivating preschool children's comprehensive competencies. This teaching approach not only promotes language development and imagination building among preschool children but also provides new practical avenues for preschool teachers to engage in teacher innovation. This study, grounded in Activity Theory, aims to explore the advantages of preschool teachers in picture book–based dramatic play teaching. Employing qualitative research methods, the study selected 30 preschool teachers from kindergartens in central and eastern China as participants. Data were collected through semi-structured in-depth interviews and analyzed using thematic analysis for coding and refinement. Based on the six core dimensions of Activity Theory, the findings identified six teaching advantages: teacher innovation, goal alignment, resource coordination, rule guidance, collaborative growth, and role synergy. This study offers a new theoretical perspective on applying Activity Theory within early childhood education contexts. Furthermore, it provides practical guidance for designing picture book–based dramatic play curricula and fostering creative learning among preschool children.