Digital Play for Enhancing Language Learning in Early Grades
Keywords:language development, digital technology, early childhood, teacher pedagogical beliefs
The purpose of this study is to analyze how teachers understand the development and teaching of early childhood language in early grades with digital game media and special references for early grade students. In this qualitative study, the participants were early grade elementary school students and the researcher chose an elementary school in the Surabaya city area where digital technology was available in the classroom. Eight elementary school teachers were also included in the research. Teachers' interactions with students while utilizing digital tools were studied via the use of semi-structured surveys and focus group interviews. In addition, it was recorded that bystanders saw these exchanges. The data utilized in this analysis takes into consideration instructors' perspectives on the value of information communication technology (ICT) in early education, the benefits of digital play, and the potential of digital pedagogy to foster better language acquisition. The research discovered that educators were open to trying out new forms of digital play-based learning material. Nonetheless, educators' familiarity with the potential of digital games to improve language instruction in the primary grades remains limited. Since today's students have grown up in a digital world, many educators believe that video games can and should be utilized in the classroom to help students learn a second language. In particular, it became apparent that more effort should be put into creating games that use digital technologies useful for teaching a foreign language. The results also show that classroom practices that make use of digital games are particularly well-suited to the modern era.
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