Assessing the Impact of Play-Based Learning on Language Development in 3-5-Year-Olds Using Multisensory Tools
Egodage Dona, Tiloka Hashani; Pant-Koskinen, Eva (2024)
2024
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2024052917333
https://urn.fi/URN:NBN:fi:amk-2024052917333
Tiivistelmä
Using models like the Finnish National Core Curriculum for Early Childhood Education and Care and the Reggio Emilia Approach, this thesis looks into how multisensory play-based learning can help 3–5-year-olds improve their language development. The study is mostly about how to use tactile, auditory, and visual stimuli together in early childhood education settings so that children from a range of linguistic and cultural backgrounds can meet their different learning goals. The thesis is meant to help teachers and policymakers find better ways to help students learn languages in varied and welcoming environments.
Findings from qualitative studies and phenomenological observations show that multisensory settings improve language skills and make learning more open to everyone. The thesis comes to the conclusion that sensory-rich play-based learning settings not only help children learn language, but they also get them to use and discover the functions that the brain providessuch as the new information that are stored in the memory of a child and recalled in instances where the child remembers the stored information and are stimulated to act and perform actions that help them become better learners. These results have real-world implications, as they show that using multisensory tools in early childhood education can improve how well children learn.
Findings from qualitative studies and phenomenological observations show that multisensory settings improve language skills and make learning more open to everyone. The thesis comes to the conclusion that sensory-rich play-based learning settings not only help children learn language, but they also get them to use and discover the functions that the brain providessuch as the new information that are stored in the memory of a child and recalled in instances where the child remembers the stored information and are stimulated to act and perform actions that help them become better learners. These results have real-world implications, as they show that using multisensory tools in early childhood education can improve how well children learn.