Pictograms to Enhance Communication For 2-3 Years Old Children in Early Childhood Education and Care
Vasankari, Thi Thuc Nhi; Gangani, Khushboo; Thi Thanh Nhan, Nguyen; (2024)
2024
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2024052013662
https://urn.fi/URN:NBN:fi:amk-2024052013662
Tiivistelmä
This thesis aimed to address linguistic needs and communication challenges in Finnish early childhood education and care (ECEC) for 2 and 3 years old children by developing a tailored toolkit of pictograms and integrating them into daily practices. It sought to create a supportive learning environment fostering effective communication and language development, aligning with the Finnish ECEC’s emphasis on utilizing pictograms as visual aids to enhance communication and language learning, thus fostering inclusive
environments for diverse learning styles.
The output of the thesis included the design of the pictograms toolkit, the guidelines to put it into practice, and the evaluation plan to assess the effectiveness of utilizing the pictograms toolkit. The thesis was going through the process of literature review, output development, and implementation.
The initial results of the thesis’s development in the target group of children revealed various outputs in supporting children’s understanding, communication, and social development in an inclusive and engaging way. The thesis highlighted the effectiveness of pictograms, that significantly contributed to creating impactful learning environments. Moving forward, further outputs and efforts could be developed to explore the full
potential of pictograms in ECEC.
The practical benefits of the thesis results extended to the professional world, benefiting for example daycare teachers, curriculum developers, and daycare administrators. Daycare teachers could utilize pictograms to enhance children’s involvement and communication, while curriculum developers could create guidelines for effective pictogram usage in daycare settings. Overall, these results offered opportunities for positive learning outcomes in ECEC settings.
This thesis has been conducted in portfolio format and is not public.
environments for diverse learning styles.
The output of the thesis included the design of the pictograms toolkit, the guidelines to put it into practice, and the evaluation plan to assess the effectiveness of utilizing the pictograms toolkit. The thesis was going through the process of literature review, output development, and implementation.
The initial results of the thesis’s development in the target group of children revealed various outputs in supporting children’s understanding, communication, and social development in an inclusive and engaging way. The thesis highlighted the effectiveness of pictograms, that significantly contributed to creating impactful learning environments. Moving forward, further outputs and efforts could be developed to explore the full
potential of pictograms in ECEC.
The practical benefits of the thesis results extended to the professional world, benefiting for example daycare teachers, curriculum developers, and daycare administrators. Daycare teachers could utilize pictograms to enhance children’s involvement and communication, while curriculum developers could create guidelines for effective pictogram usage in daycare settings. Overall, these results offered opportunities for positive learning outcomes in ECEC settings.
This thesis has been conducted in portfolio format and is not public.