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<p>This study aimed to develop a disaster literacy curriculum for young children by integrating Social Learning Theory and the Zone of Proximal Development (ZPD) framework. The curriculum was designed to address five key domains of disaster literacy—knowledge, attitudes, skills, intentions, and behaviors—in a developmentally appropriate manner. A design-based research (DBR) approach was employed, encompassing initial planning, iterative implementation across three stages, and systematic revision (Anderson &amp; Shattuck, 2012; Wang &amp; Hannafin, 2005). Instructional strategies included visual card identification, picture book storytelling, role-playing, and digital simulation, creating scaffolded, interactive learning experiences enriched with peer collaboration. Content validity was confirmed through expert review (CVI = .92), and inter-rater reliability among teachers reached Kendall’s W = .83 (<i>p</i> &lt; .001), indicating strong internal consistency and practical relevance. Teachers reported that the curriculum was contextually authentic and feasible for implementation, while also recommending the addition of hands-on feedback mechanisms to deepen learning outcomes. The curriculum demonstrates potential for modular design, local adaptation, and cross-disciplinary application, aligning with SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education). The findings offer empirical insights for disaster preparedness education in early childhood settings and contribute to future efforts in teacher training, curriculum development, and policy integration.</p>

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Developing a Disaster Literacy Curriculum for Young Children: Integrating Social Learning Theory and the Zone of Proximal Development

  • 期刊论文

  • 发表日期：

    2025年12月11日

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  • Wei-Hsiang Huang,
  • Hui-Ling Chen

摘要

This study aimed to develop a disaster literacy curriculum for young children by integrating Social Learning Theory and the Zone of Proximal Development (ZPD) framework. The curriculum was designed to address five key domains of disaster literacy—knowledge, attitudes, skills, intentions, and behaviors—in a developmentally appropriate manner. A design-based research (DBR) approach was employed, encompassing initial planning, iterative implementation across three stages, and systematic revision (Anderson & Shattuck, 2012; Wang & Hannafin, 2005). Instructional strategies included visual card identification, picture book storytelling, role-playing, and digital simulation, creating scaffolded, interactive learning experiences enriched with peer collaboration. Content validity was confirmed through expert review (CVI = .92), and inter-rater reliability among teachers reached Kendall’s W = .83 (p < .001), indicating strong internal consistency and practical relevance. Teachers reported that the curriculum was contextually authentic and feasible for implementation, while also recommending the addition of hands-on feedback mechanisms to deepen learning outcomes. The curriculum demonstrates potential for modular design, local adaptation, and cross-disciplinary application, aligning with SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education). The findings offer empirical insights for disaster preparedness education in early childhood settings and contribute to future efforts in teacher training, curriculum development, and policy integration.