ISSN: 2222-6990
Open access
The increasing integration of digital technology in early childhood education necessitates instructional approaches that not only support learning engagement but also promote children’s psychological well-being. However, technology use in preschool settings often lacks structured pedagogical guidance, resulting in limited attention to children’s emotional and social development. Addressing this gap, this study aims to develop and evaluate the effectiveness and applicability of the Technology Teaching Module for Psychological Well-Being (MPTKP) in early childhood education. Grounded in the PERMA model, the study employed a Design and Development Research (DDR) approach encompassing needs analysis, module development, and evaluation phases. Data for the analysis phase were collected through semi-structured interviews with six preschool teachers, classroom observations, and document analysis. The findings identified key challenges in technology integration, including limited ICT facilities, insufficient teacher training, and the absence of structured technology-based activities that explicitly support children’s psychological well-being. In response, the MPTKP module was developed to provide systematic, flexible, and teacher-friendly guidance for integrating technology meaningfully into preschool teaching. Evaluation results indicate that the module demonstrates high applicability and effectiveness in enhancing core elements of psychological well-being, including positive emotions, self-confidence, social relationships, and student engagement. Overall, the study highlights the practical utility of MPTKP in supporting preschool teachers and underscores the role of structured technology integration as an effective 21st-century pedagogical approach for fostering children’s holistic development.
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