GAME-BASED LEARNING IN TEACHING ENGLISH TO PRESCHOOLERS: A PSYCHOLOGICAL PERSPECTIVE
Abstract
Game-based learning (GBL) has emerged as an innovative and effective approach to early childhood education, particularly in teaching English as a foreign language (EFL) to preschoolers. This study explores the psychological underpinnings of GBL and its impact on cognitive, social, and emotional development. By examining theoretical frameworks, practical strategies, and classroom case studies, the paper demonstrates how interactive games foster language acquisition, enhance motivation, and promote active learning. The document also discusses challenges and provides recommendations for educators to successfully implement game-based methods in preschool settings.
References
Piaget, J. (1952). The Origins of Intelligence in Children. New York: International Universities Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy. New York: Palgrave Macmillan.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
Harmer, J. (2015). The Practice of English Language Teaching. London: Pearson Education.
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