Technology-supported language learning in multilingual Early Childhood Education
Bauer, Antonia (2024)
2024
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2024051913176
https://urn.fi/URN:NBN:fi:amk-2024051913176
Tiivistelmä
The purpose of this study is to study the influence of technology on a child`s language learning. The research focuses on how parents and guardians rate the effectiveness of technology-supported language learning as well as how they support it. The target group are children who are aged between three and six years, as well as their parents and guardians. I chose this topic because I am interested in working with children who are raised multilingual as well as impacts on a child`s language learning through technology.
The theoretical framework of the thesis consists of theory on technology in early childhood education in general and in Finland, technology as a language support, parental involvement in technology and access, different types of technology tools and platforms commonly used in language learning as well as disadvantages and benefits of technology use. Additionally, important things which should be considered will be discussed.
The method used for the research-based thesis is a questionnaire for the data collection method and tables as well as cross tabulations for the analysis. My research questions are: How do parents and guardians evaluate the effectiveness of technology-supported language learning? And how is technology-supported language learning supported by parents and guardians?
Target groups for the thesis are guardians and parents, as well as educators in multilingual early childhood education. Critical thinking and ethical considerations were implemented throughout the process.
The main findings of the thesis include that technology plays a significant role in language learning activities in multilingual homes, with most respondents actively integrating it into their children`s language development. While opinions on its usefulness vary, there is a consensus on its potential to enhance engagement and support language acquisition. However, concerns about overuse and drawbacks were noted, emphasizing the need for balance and careful consideration. The findings underscore the complex relationship between technology and traditional methods in language learning and support a comprehensive strategy that addresses obstacles and capitalizes on both approaches` advantages.
Further research could explore educators` perspectives on technology-supported language learning, particularly focusing on teachers in day cares through interviews and questionnaires. The results of this study may be used to assist in the creation of curriculum recommendations and professional development initiatives. Additionally, examining the efficacy of parental training programs in maximizing the benefits of technology for language learning, utilizing both interviews and questionnaires with parents and professionals, could provide valuable insights into addressing potential concerns and optimizing technology`s role in early childhood education and care.
The theoretical framework of the thesis consists of theory on technology in early childhood education in general and in Finland, technology as a language support, parental involvement in technology and access, different types of technology tools and platforms commonly used in language learning as well as disadvantages and benefits of technology use. Additionally, important things which should be considered will be discussed.
The method used for the research-based thesis is a questionnaire for the data collection method and tables as well as cross tabulations for the analysis. My research questions are: How do parents and guardians evaluate the effectiveness of technology-supported language learning? And how is technology-supported language learning supported by parents and guardians?
Target groups for the thesis are guardians and parents, as well as educators in multilingual early childhood education. Critical thinking and ethical considerations were implemented throughout the process.
The main findings of the thesis include that technology plays a significant role in language learning activities in multilingual homes, with most respondents actively integrating it into their children`s language development. While opinions on its usefulness vary, there is a consensus on its potential to enhance engagement and support language acquisition. However, concerns about overuse and drawbacks were noted, emphasizing the need for balance and careful consideration. The findings underscore the complex relationship between technology and traditional methods in language learning and support a comprehensive strategy that addresses obstacles and capitalizes on both approaches` advantages.
Further research could explore educators` perspectives on technology-supported language learning, particularly focusing on teachers in day cares through interviews and questionnaires. The results of this study may be used to assist in the creation of curriculum recommendations and professional development initiatives. Additionally, examining the efficacy of parental training programs in maximizing the benefits of technology for language learning, utilizing both interviews and questionnaires with parents and professionals, could provide valuable insights into addressing potential concerns and optimizing technology`s role in early childhood education and care.