THE APPLICATION OF DIGITAL MEDIA IN PRESCHOOL ENGLISH EDUCATION
Keywords:
Digital media, early childhood education, English language learning, educational technology, multimedia tools.Abstract
With the rapid advancement of digital technology, digital media has become an essential tool in preschool English education. This study explores how digital media fosters language acquisition and cognitive development in young learners through immersive audiovisual input. Grounded in constructivist learning theory, the study categorizes various digital media tools and examines their applications in classroom instruction, interactive activities, and home-based learning. Additionally, it evaluates the impact of digital media on teaching methodologies and children's engagement. While highlighting its advantages, the study also addresses challenges such as technical limitations and the need for teacher training. The findings offer insights into optimizing digital media integration in early childhood education to enhance learning outcomes.
References
1. Li, H, et al. (2012) Media and Infant Cognitive Development. Journal of Psychological Science, 35(05): 1113-1118.
2. Wikipedia. (2020) Digital Media. https://en.wikipedia.org/wiki/Digital_media
3. Jacobsen, S.J. (2021). Social media tools in instruction and the digital classification of middle school teachers. Regent University ProQuest Dissertations & Theses.
4. Meier, R. (2006) Multimedia Learning. University of California, Santa Barbara.
5. Jin, L. (2010) Survey Research and Countermeasure Analysis of Multimedia-Assisted Early Childhood English Teaching. Shaanxi Normal University.
6. Kilani, H., Markov, I.V., Francis, D. and Grigorenko, E.L. (2024) Screens and Preschools: The Bilingual English Language Learner Assessment as a Curriculum-Compliant Digital Application[J]. Children, 11(8): 914.
7. Cai, T. (2022) Exploration on the Effective Application of SEEWO Whiteboard in Primary English Classroom Teaching. Elementary and Middle School E-teaching (part II), 61-63.
8. Aparicio, X., et al. (2022) Reading-comprehension performances of expository and narrative texts on interactive-whiteboards and paper: Evidence from 5th grade children. Educational Technology Research and Development, 70(4): 1151-1168.
9. Bowles, M.K. (2020) An exploration of the mediating effects of a digital, mobile vocabulary learning tool and device use on Gulf Arab learners’ receptive vocabulary knowledge and capacity for self-regulated learning (Doctoral dissertation, Lancaster University, UK).
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Zokirjonova Maftuna (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All Rights Reserved.
