Introduction to the Special Project

Findings of the thorough needs, context, and learner analysis (see Appendix C) conducted reveal that there is a lack of instructional materials that will help address the deficiency of learners’ cognitive domain as well as their need to improve on their reading and writing or language skills.

Identified instructional problem

There is a lack of variation in the instructional materials available in the learning lab that will help develop the preschool learners’ cognitive and  language skills. The instructional materials currently available to the teachers and learners are mostly non-projected visual aids such as the chalkboard and wall charts, printed materials such as improvised worksheets, storybooks, and notebooks, and very limited availability of art/coloring and writing materials. Although there are ICT resources available such as the stereo and TV, the teachers are unable to maximize their use due to lack of available educational multimedia materials and limited knowledge in terms of technical operation of said technologies.

Goal

The preschool learners will be able to improve on their cognitive and language skills as compared to their pre-assessment results through play-based multi-sensory instructional materials.

Cognitive subgoals:

1. Enhance memory retention through sensory-rich activities 

a. Introduce new words using sensory materials such as flashcards with textures or objects to associate words with concrete experiences

b. Administer games that promote visual memory such as memory match  using flashcards with textures 

c. Use tactile materials to draw letters and shapes such as powder and kinetic sand 

2. Develop problem-solving skills through interactive play-based tasks

a. Use puzzles for sorting and placing the pieces correctly

b. Use manipulatives for counting and comparing quantities

Language sub-goals: 

1. Increase vocabulary through multi-sensory storytelling and play-based tasks

a. Play audiovisual storybooks with moral lessons 

b. Make use of manipulatives such as modeling clay to form letters and shapes 

2. Enhance listening comprehension through auditory-based games

a. Implement role playing activities and games such as I Spy and Bring Me 

b. Use nursery rhymes to sing and dance

Instructional Design Plan

An eight-week instructional plan which comprises of learning activities and instructional materials aligned with the project goal and sub-goals shall be designed and developed to help address the identified instructional gap. The activities shall be tailored to meet learners' preferences based on the needs assessment results, while at the same time still ensuring that the lessons are in line with the Early Childhood and Care Development (ECCD) Council's curriculum for pre-primary education.

The learning activities shall make use of instructional materials that promote play-based and multisensory learning.

Rationale of Play-Based and Multi-Sensory Learning Approaches

Play-based learning maintains a child’s enjoyment through guided play, i.e., play with teacher involvement, while engaging with the learning content (Sprig Learning, 2022). It promotes holistic development of learners by engaging all of the learners’ senses, thereby also promoting multisensory learning (Sprig Learning, 2022). In the same vein, multi-sensory learning supports cognitive development, promotes language development, strengthens motor skills, and  encourages socio-emotional growth, thereby making the approach holistic as well (Brightwheel, 2024). Play-based learning and multi-sensory learning are learner-centered approaches in early childhood education because the active participation of learners is encouraged. Moreover, because multisensory learning makes use of all the senses, it promotes learners’ multiple intelligences since the activities and materials are relevant to each of the learners according to their strengths, thereby allowing them to express their learning in many different ways (Brightwheel, 2024).

THEORETICAL UNDERPINNINGS & RELATED LITERATURE

Experiential Learning and Multiple Intelligences in Pre-Primary Education

Kolb’s experiential learning considers a more holistic approach, combining the role of mental processes and the possible role of subjective experience in the learning process, thereby emphasizing how experiences, including cognition, environmental factors, and emotions influence the learning process (Cherry, 2022). A study by Enache (2022) reveals that the experiential approach to learning allows preschool learners to take responsibility for their learning through direct discoveries and experiments, given that their main activity is play. As such, their interest is piqued through experimentation, exploration, creation, and representation of what they learn through play and the role of the teachers is to ensure that these learners gain positive experiences.

Experiential learning helps learners explore their strengths and weaknesses when learning new things and improve. As such, learners are able to express their learning and intelligence in multiple ways based on their capabilities and strengths since each learner has their own learning style (Brightwheel, 2024). Delgoshaei and Delavari (2012) have found that applying a multiple intelligence approach in classrooms significantly improves all the domains of cognitive development of preschoolers by viewing and introducing concepts from different perspectives and intelligences, thereby allowing them multiple means of expressing their learning. MI-based curricula attempt to produce deeper understanding and memory development to increase preschool learners’ ability to apply concepts, explore, discover learning, and be creative (Delgoshaei & Delavari, 2012).

Sociocultural Theory of Cognitive Development in Pre-Primary Education

Combining the aforementioned with Vygotsky’s sociocultural theory which emphasizes the role of social interaction with more knowledgeable others (MKOs) in the development of mental abilities such as language and cognitive skills, the learners can increase not only the quantity of information and the skills they can develop, but also help in the development of their higher-order thinking skills (McLeod, 2024). Teachers as MKOs play a significant role in facilitating the learning of preschool learners because their zone of proximal development (ZPD) needs the most sensitive guidance and scaffolding to help them close the gap between what they can do independently and with guidance. The sociocultural theory likewise emphasizes the role of language in cognitive development especially in young learners (Zhou, 2024), which is what this project aims to improve on. Zhou (2024) highlights the importance of sociocultural variables, such as teachers and family members, in the formative period of preschool learners since MKOs provide foundation for lifelong learning and holistic development. The same study finds that integrating sociocultural theory into early childhood education can foster a more inclusive, dynamic, and effective learning environment. Applying sociocultural theory in early childhood education presents immense potential for promoting inclusive practices, personalized learning, and meaningful relationships among preschool learners as it considers the significance of social interactions and cultural contexts in their cognitive development (Zhou, 2024).

Social Learning Theory in Pre-Primary Education

In relation to teachers as MKOs, social learning theory’s observational learning through modeling can be helpful in the cognitive development of preschool learners as they observe their teachers and eventually do things on their own. A recent study by Ismail (2023) shows that social cognitive abilities can be significantly improved by art learning through modeling and imitation to acquire knowledge. Thus, it is important for teachers to establish the necessary conditions for effective modeling which are attention, retention, reproduction, and motivation (David, 2020).

A complete and detailed project plan can be found in Appendix D.