Environment and Social Psychology

Teachers’ behavior and attitude towards using traditional chinese toys in preschool instruction: A TAM inquiry

Jinghong Zhou

Centre for Instructional Technology & Multimedia, Universiti Sains Malaysia, Gelugor, Penang, Malaysia

Mageswaran Sanmugam

Centre for Instructional Technology & Multimedia, Universiti Sains Malaysia, Gelugor, Penang, Malaysia

Bosede Iyiade Edwards

Centre for Instructional Technology & Multimedia, Universiti Sains Malaysia, Gelugor, Penang, Malaysia

DOI: https://doi.org/10.59429/esp.v10i8.3780

Keywords: Traditional Chinese toys; preschool education; TAM; preschool teacher; cultural perception

---

Abstract

 

Preschool education is a critical stage of children's growth. However, teachers face many challenges including inequitable access to teaching resources in preschool environments. This not only affect teachers' job quality, willingness to teach, and career development, but may also indirectly affect children's physical and mental health, as well as educational outcomes. Educational approach emphasizing child-directed learning, hands-on activities, and a prepared environment including concepts like play as pedagogy has been shown in many studies to improve learner engagement. Such approaches form the basis of methodologies like the Montessori and the use of toys in pre-school education. The limitation of modern toys has led to the exploration of alternatives like Traditional Chinese toys (TCT) with their potential for ease of use, graphic cognition, and diverse play. Users’ acceptance, perceived usability, ease of use and intention to use technology has however been central to the introduction of technologies in various contexts, including education. Based on the Technology Acceptance Model (TAM), this study explored preschool teachers' satisfaction and willingness to use TCT in teaching. A questionnaire was administered to 235 preschool teachers teaching with TCT. Data were analyzed using Structural Equation Modelling. The results indicate that teachers' overall satisfaction and willingness to continue using the TCT are high. Perceived usefulness (PU) and perceived ease of use (PEU) were the main factors influencing teachers' satisfaction and the main drivers of their willingness to continue using, with PEU having a stronger influence. Among the preschool teachers who were tested, the mean values of teachers from preschool major backgrounds were higher than those of teachers from non-preschool major backgrounds, reflecting the higher acceptance of TCT among teachers from preschool major backgrounds. Findings suggest that more easy-to-use and interesting teaching resources should be developed to reduce teachers' cognitive load, promote children's development, and facilitate sustainable education. Future research should focus on designing instructional adaptations of TCT in different cultural contexts and longitudinally tracking and evaluating their long-term effects on teachers' and preschooler's multidimensional development.

---

References

[1]. 1.E. Laszlo, "Culture and development," World Futures, vol. 34, no. 3–4, pp. 225–230, 1992, doi: 10.1080/02604027.1992.9972308.

[2]. 2.Y. Kuang, "Research on Chinese Traditional Toy Design Based on Sensory Experience," M.S. thesis, Xihua Univ., 2022. [Online]. Available: https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD202301&filename=1022693269.nh

[3]. 3.N. Chen, Y. Jiang, H. Li, and Y. Liu, “Playing to learn in China vs in the Western World,” in Proc. 2021 Int. Conf. on Education, Language and Art (ICELA 2021), pp. 414–421, Feb. 2022. doi: 10.2991/assehr.k.220131.075

[4]. 4.S. Fangping, "Labor in the game: The way of children's labor education," Front. Educ. Res., vol. 7, no. 4, 2024, doi: 10.25236/FER.2024.070418.

[5]. 5.S. R. Fernsebner, “A people’s playthings: toys, childhood, and Chinese identity, 1909–1933,” Postcolonial Studies, vol. 6, no. 3, pp. 269–293, 2003. [Online]. Available: https://doi.org/10.1080/1368879032000162167

[6]. 6.K. G. Alimovna and B. A. Abduraufovna, "Innovative approaches to creating a developmental environment for preschool children," Web of Teachers: Inderscience Research, vol. 3, no. 3, pp. 1–5, 2025. [Online]. Available: https://webofjournals.com/index.php/1/article/view/3458

[7]. 7.M. Kalogiannakis and S. Papadakis, “Pre-service kindergarten teacher’s acceptance of ‘ScratchJr’ as a tool for learning and teaching computational thinking and science education,” The Journal of Emergent Science, no. 15, pp. 31–34, 2019, ASE in partnership with the Primary Science Teaching Trust (PSTT).

[8]. 8.S. Papadakis, “Apps to promote computational thinking and coding skills to young age children: A pedagogical challenge for the 21st century learners,” Educational Process: International Journal (EDUPIJ), vol. 11, no. 1, pp. 7–13, 2022.

[9]. 9. J. Chen, Toys and Education. Beijing, China: Dolphin Books, 2012.

[10]. 10.S. Bartan and F. Alisinanoglu, “Preschool teachers' views on sensory education,” Southeast Asia Early Childhood, vol. 13, no. 1, pp. 81–94, 2024.

[11]. 11.F. D. Davis, R. P. Bagozzi, and P. R. Warshaw, “User acceptance of computer technology: a comparison of two theoretical models,” Management Science, vol. 35, no. 8, pp. 982–1003, 1989.

[12]. 12.M. Godsk, "Power to the teachers!: Empowering teachers to author web-based learning material with easy-to-use tools," in Proc. 12th Int. Conf. Eur. Univ. Inf. Syst., University of Tartu, 2006, pp. 278–282.

[13]. 13.S. C. Kong and Y. Yang, "A human-centred learning and teaching framework using generative artificial intelligence for self-regulated learning development through domain knowledge learning in K–12 settings," IEEE Trans. Learn. Technol., early access, 2024, doi: 10.1109/TLT.2024.3392830.

[14]. 14.Z. Jing, "The Evolution, Present Practices, and Future Directions of Early Childhood Education and Care in China," Eur. J. Educ., vol. 60, no. 1, Art. no. e12880, 2025, doi: 10.1111/ejed.12880.

[15]. 15.X. Yu, D. Liu, and D. Li, "Visual Analysis of the Integration of Traditional Chinese Culture into Preschool Education," Educ. Rev. USA, vol. 7, no. 8, pp. 1171–1177, 2023, doi: 10.26855/er.2023.08.024.

[16]. 16.K. M. Hall-Kenyon, R. V. Bullough, K. L. MacKay, and E. E. Marshall, "Preschool teacher well-being: A review of the literature," Early Childhood Educ. J., vol. 42, no. 3, pp. 153–162, 2014, doi: 10.1007/s10643-013-0595-4.

[17]. 17.A. Henriksson, M. Fridberg, and L. Leden, "Preschool Children’s Agency in Play-activities with Science Content," Early Childhood Educ. J., early access, 2024, doi: 10.1007/s10643-024-01729-2.

[18]. 18.R. Stein, M. Garay, and A. Nguyen, "It matters: Early childhood mental health, educator stress, and burnout," Early Childhood Educ. J., vol. 52, no. 2, pp. 333–344, 2024, doi: 10.1007/s10643-022-01438-8.

[19]. 19.Y. Li, B. H. H. Ching, H. X. Wu, T. T. Chen, and C. C. He, "Beneficial or debilitating: a qualitative inquiry into Chinese preschool teachers’ workload-related stress mindset," Early Years, vol. 44, no. 1, pp. 61–78, 2022, doi: 10.1080/09575146.2022.2090518.

[20]. 20.A. W. Baulos, J. L. García, and J. J. Heckman, Perry Preschool at 50: What Lessons Should Be Drawn and Which Criticisms Ignored? Cambridge, MA, USA: National Bureau of Economic Research, 2024, NBER Working Paper No. w32972. DOI: 10.3386/w32972

[21]. 21.E. R. K. Waty et al., "Needs Analysis of Science and Mathematics Teaching Materials in Supporting Early Childhood Learning for Kindergarten Teachers," in *Proc. 6th Sriwijaya Univ. Learn. Educ. Int. Conf. 2024 (SULE-IC 2024)*, Atlantis Press, 2025, pp. 196–208, doi: 10.2991/978-2-38476-390-0_16.

[22]. 22.M. Kalogiannakis and S. Papadakis, “The use of developmentally mobile applications for preparing pre-service teachers to promote STEM activities in preschool classrooms,” in Mobile Learning Applications in Early Childhood Education, IGI Global, 2020, pp. 82–100, doi: 10.4018/978-1-7998-1486-3.ch005.

[23]. 23.K. Yildirim, "A case study on the use of materials by classroom teachers," Ph.D. dissertation, Middle East Technical Univ., Ankara, Turkey, 2008. [Online]. Available: https://hdl.handle.net/20.500.12513/1793

[24]. 24.A. Otterborn, B. Sundberg, and K. Schönborn, "The impact of digital and analog approaches on a multidimensional preschool science education," Res. Sci. Educ., early access, 2023, doi: 10.1007/s11165-023-10133-6.

[25]. 25.T. Yang and X. Hong, "The Educational Technology Divide in Glocalisation: A Perspective for Interpreting Early Childhood Teachers’ Practices of ICT Implementation," Early Educ. Dev., vol. 35, no. 1, pp. 150–168, 2023, doi: 10.1080/10409289.2023.2231321.

[26]. 26.E. Zalli, "Globalization and education: exploring the exchange of ideas, values, and traditions in promoting cultural understanding and global citizenship," Interdiscip. J. Res. Dev., vol. 11, no. 1 S1, p. 55, 2024, doi: 10.56345/ijrdv11n1s109.

[27]. 27.M. Cochran-Smith and S. L. Lytle, Inside/Outside: Teacher Research and Knowledge. New York, NY, USA: Teachers College Press, 1993.

[28]. 28.H. Ye, "Research on Strategies for Improving the Quality of Talent Cultivation of Preschool Education Majors in Independent Colleges under the Guidance of the 'Strong Teachers Plan'," J. Lang. Cult. Educ., vol. 2, no. 1, pp. 1–8, 2025, doi: 10.70267/csa86k77.

[29]. 29.L. Weng and S. Huang, "Research on Strategies to Enhance Professional Identity of Undergraduate Preschool Education Normal College Students," Adv. Vocat. Tech. Educ., vol. 6, no. 3, pp. 56–61, 2024, doi: 10.23977/avte.2024.060308.

[30]. 30.Y. Qiu, "Research Review on Kindergarten Curriculum Gamification in China," Open Access Libr. J., vol. 6, Art. no. e5934, 2019, doi: 10.4236/oalib.1105934.

[31]. 31.D. L. Ball and S. Feiman-Nemser, “Using textbooks and teachers’ guides: A dilemma for beginning teachers and teacher educators,” Curriculum Inquiry, vol. 18, no. 4, pp. 401–423, 1988. [Online]. Available: https://doi.org/10.1080/03626784.1988.11076050

[32]. 32.T. Koval, N. Оliinyk, T. Kryvosheya, and A. Khilya, "APPLICATION OF GAMIFICATION IN HIGHER EDUCATION: TRAINING OF EARLY CHILDHOOD AND PRIMARY EDUCATION TEACHERS IN UKRAINE," in Proc. Int. Sci. Pract. Conf. ENVIRON. TECHNOL. RESOUR., vol. 2, 2024, pp. 183–187, doi: 10.17770/etr2024vol2.8051.

[33]. 33.E. J. Wilson, "Hard power, soft power, smart power," Ann. Amer. Acad. Polit. Soc. Sci., vol. 616, no. 1, pp. 110–124, Mar. 2008, doi: 10.1177/0002716207312618.

[34]. 34.A. Volchynskyi, Y. Smal, O. Malimon, and A. Kovalchuk, "Introduction of Folk Physical Culture Traditions in the Educational Process of Senior Preschool Children," Phys. Educ. Sport Health Cult. Mod. Soc., no. 2 (38), pp. 57–60, 2017, doi: 10.29038/2220-7481-2017-02-57-60.

[35]. 35.M. W. A. de Medeiros, W. T. Hattori, and M. E. Yamamoto, “Priming effects on prosocial behavior of children: A systematic review,” Trends in Psychology, vol. 29, no. 4, pp. 637–654, 2021. [Online]. Available: https://doi.org/10.1007/s43076-021-00076-0

[36]. 36.L. Gan, "Exploring the pathway of integrating chinese fine traditional culture into pre-school education," Front. Educ. Res., vol. 6, no. 3, 2023, doi: 10.25236/FER.2023.060304.

[37]. 37.F. Alıncak, A. Yıkılmaz, and F. M. Uğurlu, "Evaluation of pre-school teachers' opinions on teaching with games," European Journal of Alternative Education Studies, 2017. [Online]. Available: http://dx.doi.org/10.46827/ejae.v0i0.649

[38]. 38.F. U. Uljaevna, "Didactic games in preschool educational system," Probl. Sovrem. Nauki Obraz., no. 4-2 (149), pp. 27–29, 2020.

[39]. 39.D. Öner, "The using technology and digital games in early childhood: An investigation of preschool teachers' opinions," Inonu Univ. J. Grad. Sch. Educ., vol. 7, no. 14, pp. 138–154, 2020, doi: 10.29129/inujgse.715044.

[40]. 40.E. Seaga, "The Significance of Folk Culture in the Development of National Identity," Caribbean Q., vol. 43, no. 1–2, pp. 82–89, 1997, doi: 10.1080/00086495.1997.11829562.

[41]. 41.L. Fang, "A study on the traditional folk culture in preschool education," in Proc. 2016 Int. Conf. Manage. Sci. Innov. Educ., Atlantis Press, 2016, pp. 586–588, doi: 10.2991/msie-16.2016.127.

[42]. 42.S. S. Haraldson, "Role of education in preserving traditional cultures and as development factor," Health Policy Educ., vol. 3, no. 4, pp. 289–302, 1983, doi: 10.1016/0165-2281(83)90001-2.

[43]. 43.P. R. Gondaliya, "Recommendations on how educational toys can help preschoolers to improve their social skills," Educ. Admin. Theory Pract., vol. 30, no. 3, pp. 975–979, 2024, doi: 10.53555/kuey.v30i3.1422.

[44]. 44.L. C. Luen, Y. Guo, and L. Jian, "Engaging Play and Toys Foster the Development of Multiple Intelligence in Preschool Children," Int. J. Acad. Res. Bus. Soc. Sci., vol. 14, no. 2, pp. 2155–2162, 2024, doi: 10.6007/IJARBSS/v14-i2/21011.

[45]. 45.C. E. DeCortin, What Makes a Toy Educational? The Impact of Educational Toys on Spatial Development in Preschoolers, M.S. thesis, Tufts University, 2015.

[46]. 46.M. Önder, "Contribution of Plays and Toys to Children's Value Education," Asian J. Educ. Train., vol. 4, no. 2, pp. 146–149, 2018, doi: 10.20448/journal.522.2018.42.146.149.

[47]. 47.X. Wang, P. Ye, and T. Qiao, "Free play and pedagogical play: a multiple-case study of teachers’ views of play in Chinese early learning centers," Front. Educ., vol. 9, Art. no. 1359867, Mar. 2024, doi: 10.3389/feduc.2024.1359867.

[48]. 48.C. Niu, "Research on play-based kindergarten curriculum reform in China: based on the analysis of three typical play modes," Int. J. Early Years Educ., vol. 31, no. 3, pp. 401–418, 2023, doi: 10.1080/09669760.2023.2168520.

[49]. 49.D. W. Kritt, "Technology's covert socialization of children: High-tech toys," J. Thought, vol. 36, no. 3, pp. 53–61, 2001.

[50]. 50.A. Henriksson, L. Leden, M. Fridberg, and S. Thulin, "Play-Activities with scientific content in early childhood education," Early Childhood Educ. J., early access, 2023, doi: 10.1007/s10643-023-01593-6.

[51]. 51.C. L. Montallana, J. C. Tesado, D. L. Pagliawan, and F. D. C. Soniedo, "DOCUMENTING EASTERN VISAYAN INDIGENOUS TOYS AS EDUCATIONAL ALTERNATIVES TO ADDICTIVE MODERN GADGETRY," Acad. Res. Educ. Sci., vol. 4, no. 4, pp. 329–339, 2023.

[52]. 52.S. Hashmi, R. E. Vanderwert, H. A. Price, and S. A. Gerson, "Exploring the benefits of doll play through neuroscience," Front. Hum. Neurosci., vol. 14, Art. no. 560176, 2020, doi: 10.3389/fnhum.2020.560176.

[53]. 53.Piaget, J. (1962). The stages of the intellectual development of the child. Bulletin of the Menninger clinic, 26(3), 120.

[54]. 54.M. Montessori, Dr. Montessori's own handbook. New York, NY, USA: Schocken, 1914.

[55]. 55.G. Güven, O. Sakarya, and S. Yumugan, "Educational and cultural values of ancient toys: Integration into the 2024 Preschool Education Model," Pedagogical Perspect., vol. 4, no. 1, pp. 93–113, 2025, doi: 10.29329/pedper.2025.93.

[56]. 56.J.-S. Lee, H. Cho, G. Gay, B. Davidson, and A. Ingraffea, “Technology acceptance and social networking in distance learning,” Educ. Technol. Soc., vol. 6, no. 2, pp. 50–61, 2003.

[57]. 57.B. Szajna, "Empirical evaluation of the revised technology acceptance model," Manage. Sci., vol. 42, no. 1, pp. 85–92, Jan. 1996.

[58]. 58.S. Y. Yousafzai, G. R. Foxall, and J. G. Pallister, "Technology acceptance: a meta‐analysis of the TAM: Part 1," J. Model. Manage., vol. 2, no. 3, pp. 251–280, 2007, doi: 10.1108/17465660710834453.

[59]. 59.A. Şakir, "Augmented reality in preschool settings: a cross-sectional study on adoption dynamics among educators," Interact. Learn. Environ., vol. 33, no. 4, pp. 2954–2977, 2024, doi: 10.1080/10494820.2024.2428361.

[60]. 60.R. Xu, A. Bautista, and W. Yang, "Learning Satisfaction with Online Teaching Video Cases Among Pre-Service Preschool Teachers in China," Early Educ. Dev., vol. 35, no. 1, pp. 77–95, 2023, doi: 10.1080/10409289.2023.2214163.

[61]. 61.A. Ibrahim and E. Shiring, "The relationship between educators’ attitudes, perceived usefulness, and perceived ease of use of instructional and web-based technologies: Implications from Technology Acceptance Model (TAM)," Int. J. Technol. Educ., vol. 5, no. 4, pp. 535–551, 2022, doi: 10.46328/ijte.285.

[62]. 62.J. Su, Y. Wang, and Z. Li, "Investigating User Acceptance of Mobile Cultural Applications in China: An Expanded Technology Acceptance Model (TAM)," Int. J. Hum.-Comput. Interact., vol. 41, no. 5, pp. 2920-2935, 2024, doi: 10.1080/10447318.2024.2406614.

[63]. 63.D. Rad et al., "A Preliminary Investigation of the Technology Acceptance Model (TAM) in Early Childhood Education and Care," BRAIN. Broad Res. Artif. Intell. Neurosci., vol. 13, no. 1, pp. 518–533, 2022. [Online]. Available: https://www.edusoft.ro/brain/index.php/brain/article/view/1247

[64]. 64.I. Ajzen and M. Fishbein, Understanding Attitudes and Predicting Social Behaviour. Englewood Cliffs, NJ, USA: Prentice-Hall, 1980.

[65]. 65.S. Brown, A. Massey, M. Montoya‐Weiss, and J. Burkman, “Do I really have to? User acceptance of mandated technology,” European Journal of Information Systems, vol. 11, pp. 283–295, 2002.

[66]. 66.R. H. Bradley, “Social-cognitive development and toys,” Topics in Early Childhood Special Education, vol. 5, no. 3, pp. 11–29, 1985.

[67]. 67.J. Trawick-Smith, H. Russell, and S. Swaminathan, "Measuring the effects of toys on the problem-solving, creative and social behaviours of preschool children," Early Child Dev. Care, vol. 181, no. 7, pp. 909–927, 2010, doi: 10.1080/03004430.2010.503892.

[68]. 68.N. A. Stepanova, L. N. Sannikova, N. I. Levshina, S. N. Yurevich, and G. V. Ilina, "Methodological performance evaluation by teachers in preschool educational institutions," Int. J. Cogn. Res. Sci. Eng. Educ., vol. 6, no. 2, pp. 67–80, 2018, doi: 10.5937/jerseeI802067A.

[69]. 69.N. Melnyk et al., "The establishment and development of professional training for preschool teachers in Western European countries," Rev. Romaneasca Pentru Educatie Multidimensionala, vol. 13, no. 1, pp. 208–233, 2021, doi: 10.18662/rrem/13.1/369.

[70]. 70.S. Handayani, A. Kartika, and S. Sugoto, "The overview of training needs on differentiated instruction for early childhood teachers," in Proc. 3rd Int. Conf. Early Childhood Educ. (ICECE 2016), Atlantis Press, 2016, pp. 75–83, doi: 10.2991/icece-16.2017.13.

[71]. 71.C. I. Büyükbaykal, “Communication technologies and education in the information age,” Procedia - Social and Behavioral Sciences, vol. 174, pp. 636–640, 2015. [Online]. Available: https://doi.org/10.1016/j.sbspro.2015.01.594

[72]. 72.K. Vogeley and A. Roepstorff, "Contextualising culture and social cognition," Trends Cogn. Sci., vol. 13, no. 12, pp. 511–516, Dec. 2009, doi: 10.1016/j.tics.2009.09.006.

[73]. 73.L. Mariani, "Teacher support and teacher challenge in promoting learner autonomy," Perspect. J. TESOL Italy, vol. XXIII, no. 2, 1997. [Online]. Available: http://www.learningpaths.org/papers/papersupport.htm

[74]. 74.C. C. Yang, C. W. Fan, K. M. Chen, S. C. Hsu, and C. L. Chien, "As a happy kindergarten teacher: the mediating effect of happiness between role stress and turnover intention," Asia-Pac. Educ. Res., vol. 27, no. 6, pp. 431–440, Dec. 2018, doi: 10.1007/s40299-018-0403-4.

[75]. 75.L. L. Johnson and G. M. Kim, "Experimenting with game-based learning in preservice teacher education," Engl. Teach. Pract. Crit., vol. 20, no. 1, pp. 78–93, Mar. 2021, doi: 10.1108/ETPC-10-2019-0125.