Technology-supported language immersion in the first cycle of early childhood education (0-3 years)
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i7.2457
Abstract
This paper presents an educational experience of linguistic immersion with technologies carried out in the first cycle of infant education with children aged 0-3 years. Starting to work with a second foreign language in the first cycle of infant education generates numerous benefits, specifically, improving communicative competence and facilitating a globalized education. In addition to these benefits, it is also necessary to add technologies that are not only motivating but also very useful for the learning of a second language in the first stage of infant education. The experience has been carried out in a Nursery School, with students from 0 to 3 years of age, using the Humanistic TPR method for linguistic immersion. The objective of the study is to know the impact of technologies as a support resource for second language learning. In order to know this impact, information was collected from the different subjects involved in this process: children from 0-3 years of age in a nursery school, their families and their teachers, making up a total of 154 subjects. An observation scale was elaborated for the children and two surveys, one for the families and the other for the teachers. The results obtained indicate that children aged 0-1 years do not suffer significant changes with the use of technology in their learning, while for students aged 1-2 and 2-3 years there are significant differences. The research results indicate that using a second language and technology in the first cycle of infancy provides a novel and motivating approach for children in the first cycle of infancy, resulting in significant improvements in their learning performance and benefits in their teaching process. We can say that the digital game provides these children with operational skills, and broadens their knowledge about the world in addition to developing their dispositions to learn and understand the role of technologies in everyday life.
Keywords
early childhood education; linguistic immersion; technologies; learning method; L2
Full Text
PDF - Viewed/Downloaded: 4 TimesReferences
[1] Bergen D, Davis DR, Abbitt JT. 2016. Technology play and brain development: Infancy to adolescence and future Implications. Routledge.
[2] Diez MV. 2010. El inglés mejor a edades tempranas. Pedagogía Magna, 251-256.
[3] Eisenhardt KM. 1989. Building Theories from Case Study Research. Academy of Management Review, 14(4): 532-550.
[4] Ernest JM, Causey C, Newton AB, Sharkins K, Summerlin J, Albaiz N. 2014. Extending the global dialogue about media, technology, screen time, and young children. Childhood Education, 90: 182-191.
[5] Fleer M. 2014. The demands and motives afforded through digital play in early childhood activity settings. Learning Culture and Social Interaction, 3(3): 202-209.
[6] Levin DE. 2015. Technology play cthatoncerns. In D. P. Fromberg & D. Bergen (Eds.). Play from birth to twelve: Contexts, perspectives, and meanings. Routledge, 225-232.
[7] Marsh J, Plowman L, Yamada-Rice D, Bishop J, Scott F. 2016. Digital play: A new classification. Early Years, 36(3): 242-253. https://doi.org/10.1080/09575146.2016.1167675
[8] Miller D, Robertson D, Hudson A, Shimi J. 2012. Signature pedagogy in early years education: A role for cots game-based learning. Computers in the Schools, 29(1-2): 227-247. https:// doi.org/10.1080/07380569.2012.651423.
[9] Mustola M, Koivula M, Turja L, Laakso ML. 2016. Reconsidering passivity and activity in children's digital play. New Media & Society. https://doi.org/10.1177/1461444816661550
[10] Plowman L, Stevenson O, Stephen C, McPake J. 2012. Preschool children's learning with technology at home. Computers & Education, 59(1): 30-37.
[11] Rodríguez MP. 2006. Análisis de los principios metodológicos de enseñanza del ingléscomo segunda lengua. Enseñanza, 24.
[12] Stephen C, Plowman L. 2014. Digital play. In L. Brooker, M. Blaise & S. Edwards (Eds.). The SAGE handbook of play and learning in early childhood. Sage, 330-341.
[13] Titone R. 1996. Bilingual education as a big game. A playful approach to teaching young children foreign languages. ELI.
[14] Wohlwend KE. 2015. One screen, many fingers: Young children's collaborative literacy play with digital puppetry apps and touchscreen technologies. Theory Into Practice, 54: 154-162.
https:// doi.org/10.1080/00405841.2015.1010837
[2] Diez MV. 2010. El inglés mejor a edades tempranas. Pedagogía Magna, 251-256.
[3] Eisenhardt KM. 1989. Building Theories from Case Study Research. Academy of Management Review, 14(4): 532-550.
[4] Ernest JM, Causey C, Newton AB, Sharkins K, Summerlin J, Albaiz N. 2014. Extending the global dialogue about media, technology, screen time, and young children. Childhood Education, 90: 182-191.
[5] Fleer M. 2014. The demands and motives afforded through digital play in early childhood activity settings. Learning Culture and Social Interaction, 3(3): 202-209.
[6] Levin DE. 2015. Technology play cthatoncerns. In D. P. Fromberg & D. Bergen (Eds.). Play from birth to twelve: Contexts, perspectives, and meanings. Routledge, 225-232.
[7] Marsh J, Plowman L, Yamada-Rice D, Bishop J, Scott F. 2016. Digital play: A new classification. Early Years, 36(3): 242-253. https://doi.org/10.1080/09575146.2016.1167675
[8] Miller D, Robertson D, Hudson A, Shimi J. 2012. Signature pedagogy in early years education: A role for cots game-based learning. Computers in the Schools, 29(1-2): 227-247. https:// doi.org/10.1080/07380569.2012.651423.
[9] Mustola M, Koivula M, Turja L, Laakso ML. 2016. Reconsidering passivity and activity in children's digital play. New Media & Society. https://doi.org/10.1177/1461444816661550
[10] Plowman L, Stevenson O, Stephen C, McPake J. 2012. Preschool children's learning with technology at home. Computers & Education, 59(1): 30-37.
[11] Rodríguez MP. 2006. Análisis de los principios metodológicos de enseñanza del ingléscomo segunda lengua. Enseñanza, 24.
[12] Stephen C, Plowman L. 2014. Digital play. In L. Brooker, M. Blaise & S. Edwards (Eds.). The SAGE handbook of play and learning in early childhood. Sage, 330-341.
[13] Titone R. 1996. Bilingual education as a big game. A playful approach to teaching young children foreign languages. ELI.
[14] Wohlwend KE. 2015. One screen, many fingers: Young children's collaborative literacy play with digital puppetry apps and touchscreen technologies. Theory Into Practice, 54: 154-162.
https:// doi.org/10.1080/00405841.2015.1010837
Copyright © 2024 Rosalía Romero-Tena, Mª de Guía Blasco-Granados
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License