ISSN: 2222-6990
Open access
This study investigates the effectiveness of learning corners in preschool settings by examining how infrastructure, teaching skills, teacher satisfaction, and teaching strategies collectively influence children’s engagement, motivation, and learning outcomes. Grounded in an interpretivist paradigm and qualitative case study design, the research was conducted in Qingdao, Shandong Province, using purposive sampling to select fifteen preschool teachers with direct experience in learning corner implementation. Semi-structured interviews served as the sole data collection method, enabling rich exploration of teachers’ experiences and perceptions. Thematic analysis revealed four major themes: enhanced child engagement and holistic learning outcomes, professional growth in teaching skills, multidimensional teacher satisfaction, and the evolution of strategic facilitation methods within learning corners. Findings also highlight significant challenges related to workload, space design, and resource disparities. Comparative insights from Malaysia, Singapore, and Japan further contextualize the need for integrated structural and pedagogical improvement. The study provides practical recommendations for strengthening learning corner design, enhancing teacher professional development, and supporting policy alignment to promote equitable and holistic early childhood education.
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