Abstract

This study investigates the integration of the eco-museum concept into a localized early childhood education curriculum in Shimen District, New Taipei City, Taiwan. Addressing gaps in traditional curricula regarding cultural relevance and environmental engagement, the research draws on place-based learning theory, community participation, and child-centered pedagogy. Using a design-based research (DBR) methodology, a three-phase curriculum was developed: (1) “providing experience,” (2) “exploring local contexts,” and (3) “taking action.” Twelve children ages 4–6 participated in the project, alongside two teachers and community members. Data were collected through classroom observation, learning artifacts, teacher reflections, and parental feedback. Results showed measurable improvements in children’s ability to interpret local landmarks (e.g., identifying Shimen Cave as a cultural site), their use of narrative language (e.g., naming and storytelling in digital exhibits), and their environmental awareness (e.g., initiating clean-up activities). Collaborative networks with parents and local institutions enriched the learning process. The findings support the eco-museum approach as a viable strategy for enhancing local identity, ecological literacy, and civic responsibility in early learners. This research contributes new insights into culturally responsive curriculum design and interdisciplinary models of sustainable early education.