INDIVIDUAL LEARNING STYLES IN PRE-SCHOOL ENGLISH CLASSROOMS
Abstract
This study investigates individual learning styles among 30 pre-school children aged 4-6 years who are learning English as a foreign language. Using the VAK (Visual, Auditory, Kinesthetic) model, the research identifies dominant learning preferences in two groups of 15 children each. A mixed-methods approach, including a learning styles assessment, classroom observations, and a teacher interview, revealed that 65% of children are visual learners, 25% auditory, and 10% kinesthetic. Findings indicate a significant mismatch between teaching methods and learning styles, with kinesthetic activities underused despite high engagement rates. The study recommends multisensory teaching approaches to create more inclusive pre-school English classrooms.
References
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