THE EFFECTIVENESS OF MULTIMEDIA AND DIGITAL RESOURCES IN TEACHING ENGLISH TO PRESCHOOL-AGED CHILDREN
Keywords:
Key Words: Multimedia, Digital Resources, Preschool Education, English as a Foreign Language (EFL), Cognitive Load Theory (CLT), Dual Coding, Neuroplasticity, Critical Period Hypothesis, Gamification, Working Memory.Abstract
This expanded paper presents a rigorous scientific examination of the efficacy of multimedia and digital resources in Early Foreign Language Learning (EFLL) for preschool children (3–6 years). We establish the theoretical grounding using Cognitive Load Theory (CLT), arguing that dual coding inherent in multimedia presentation optimizes working memory efficiency. Furthermore, we explore the alignment of digital tools with the Critical Period Hypothesis and the principles of neuroplasticity in early childhood, demonstrating how immersive, multi-sensory digital input can enhance phonological processing and rapid vocabulary mapping. Specific attention is paid to how gamification and immediate feedback loops stimulate the brain's reward system, thereby sustaining intrinsic motivation. This analysis provides an evidence-based framework for integrating technology into preschool EFL curricula to maximize linguistic schema formation.
