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

Abstract

Deep Learning Policy (Deep Learning) launched by the Ministry of Education and Culture (2025) demands a reformulation of pedagogical practices at the PAUD level, but its implementation framework for early childhood has not been systematically studied. This study aims to synthesize how the principles ofmindful, meaningful, And joyful learningcan be translated into a concrete learning model for children aged 4-6 years. The study uses a concrete learning approach.systematic literature reviewwith the PRISMA selection process and thematic analysis of the Miles and Huberman model. Of the 278 initial records, 20 sources met the inclusion criteria, consisting of 16 empirical articles analyzed thematically and 4 theoretical/policy references that served as conceptual foundations. Thematic analysis showed that in-depth learning practices in early childhood education are characterized by exploration, inquiry, simple projects, thematic learning, and reflection that facilitate the connection of concepts and the transfer of experiences to real contexts. Based on these findings, the study developed the 3E Model (Explore Engage Extend) as an operational pedagogical framework, not a new curriculum, that outlines these three principles into concrete, flexible, and developmentally appropriate learning stages. This model, equipped with a RPPH blueprint, authentic observation rubric, and recommendations for teacher professional development, can serve as a practical reference for PAUD educators in operationalizing in-depth learning policies at the classroom level.