Design & Development of the Technology–Psychological Well-Being Teaching Module (MPTKP)

Abstract

Digital technology now plays a significant role in early childhood education (ECE), particularly in supporting learning, interaction, and the psychological well-being of young children. This study focuses on the design and development process of the Technology Teaching Module for Psychological Well-Being (MPTKP), which is grounded in the PERMA Model (Positive Emotion, Engagement, Relationships, Meaning, Accomplishment). Using the Design and Development Research (DDR) approach, the study was conducted through three main phases: needs analysis, module design and development, and evaluation of the module’s effectiveness. In the needs analysis phase, interviews, observations, and document analysis were carried out to identify the level of technology use in preschool classrooms as well as teachers’ needs in supporting children’s psychological well-being. Based on these findings, the MPTKP was designed with technology-based activities aligned with each PERMA component to enhance positive emotions, active engagement, social relationships, learning meaning, and children’s sense of accomplishment. Initial evaluations indicate that the systematic use of the MPTKP can strengthen motivation, interaction, and the psychological well-being of preschool children.