MULTIMEDIA INTEGRATION IN PRESCHOOL ENGLISH: A PEDAGOGICALLY SOUND APPROACH
Abstract
This article explores the transformative role of multimedia applications in teaching English to preschool children aged 3 to 6. It presents a comprehensive, research-based methodology for integrating digital tools into early childhood language education, grounded in Piaget’s cognitive development theory, Vygotsky’s sociocultural theory, and Krashen’s input hypothesis. The methodology emphasizes careful selection of age-appropriate, pedagogically sound, and engaging applications, coupled with active educator mediation and balanced lesson planning. Key implementation phases include preparation, guided and independent interaction, and follow-up activities that link digital learning to real-world contexts.
References
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