Early Childhood Education Learning Design with a Deep Learning Approach: Towards Meaningful and Holistic Learning

Abstract

Early childhood education requires an approach that fosters meaningful understanding, holistic experiences, and active child engagement. This systematic literature review, analyzed using Miles and Huberman's qualitative procedures and the PRISMA reporting framework, examines how deep learning can be designed for early childhood education (ECE) and aligned with the principles of mindful, meaningful, and joyful learning as outlined in the Ministry of Education and Culture's (Kemendikbud) Academic Paper on Deep Learning (2025). Of the 278 initial records, 20 sources met the inclusion criteria, comprising 16 thematically analyzed empirical articles and 4 theoretical/policy references that served as conceptual underpinnings. The findings indicate that deep learning in ECE emphasizes exploration, inquiry, simple projects, thematic learning, and reflection, supporting conceptual connectivity and the transfer of experiences to real-world contexts. Based on this synthesis, the study developed the 3E Model (Explore-Engage-Extend) as a pedagogical implementation framework not a new curriculum that translates the three principles of mindful, meaningful, and joyful learning into concrete, flexible, and developmentally appropriate learning stages for children aged 4-6 years. This model is equipped with a RPPH blueprint, authentic observation rubric, and teacher professional development recommendations.