The Combination of Imaginative Teaching Methods and Multimedia Learning in Early Childhood Education during COVID Pandemic - Social-Emotional and Language Development

Q: What is the purpose of the study on imaginative teaching and multimedia learning?

The study aims to determine whether combining imaginative teaching methods and multimedia learning increases improvements in children’s social-emotional and language development.

Q: What research design and sampling method does the study use?

It uses a quantitative pre-experimental pretest-posttest group design and purposive sampling of children aged 5–6 years.

Q: What do the findings indicate about social-emotional and language development?

The results show that imaginative teaching approaches and multimedia-based learning significantly improve children’s social-emotional and language development, with post-test scores higher than pre-test scores.

Aug 29, 2026

Upload by Valentina

This quantitative pretest-posttest study investigates whether combining imaginative teaching methods with multimedia learning enhances children’s social-emotional and language development during the COVID-19 period. Participants are early childhood learners aged 5–6 years selected through purposive sampling. Post-test results show higher emotional and language performance than pre-test scores, with significance values across dimensions indicating statistical improvement. Limitations include internet connectivity challenges when communicating with teachers.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Introduction

Background on early childhood education and child development

COVID-19 impacts on social-emotional and language growth

Links between social development and language development

Role of teachers and learning media

Abstract

Purpose

Design/methods/approach

Findings

Research implications/limitations

Practical implications

The Combination of Imaginative Teaching Methods and Multimedia Learning in Early Childhood Education during COVID Pandemic: Social-Emotional and Language Development Evania Yafie1,2􀀍 , Olusola-Fadumiye Titilope Olufunke3, Manal Ali2, Inayatur Robbaniyah 1, Lisa Nur Maulidia 1, Diana Setyaningsih4 1Department of Early Childhood and Primary Education, Universitas Negeri Malang, Malang, Indonesia 2Department of Educational Technology, Universiti Teknologi Malaysia, Johor, Malaysia 3Department of Vocational and Technical Education, Ekiti State University, Ado Ekiti, Nigeria 4Department of Early Childhood Education, Cenderawasih University, Jayapura, Indonesia Abstract Purpose – This study aimed to identify whether there is an increase in social-emotional and language aspects’ enhancement through the combination of imaginative teaching methods and multimedia learning that the teacher carried out. Design/methods/approach – This is a quantitative study that applies the pre-experimental design method. The model applied through this research was in the form of a pretest-posttest group which was carried out by comparing the emotional abilities of children before and after being given treatment in the form of a combination of imaginative processing methods and multimedia learning. The sampling technique used purposive sampling where the research subjects were in their early childhood, aged 5-6 years. Findings – Imaginative teaching approaches and multimedia-based learning impact the development and improvement of children's socio-emotional and language development. This can be seen from the comparison between the post-test scores that are more significant than the pre-test scores, namely, and the significance value on all dimensions is 0.000 <0 .05. Research implications/limitations – In this study, the use of pretest and posttest methods in experimental design helps to clarify differences in the provision of imaginative processing methods and multimedia learning. The obstacles faced by the majority relate to the internet connection in communicating with teachers. Practical implications – The combination of imaginative learning methods and multimedia learning improves language social-emotional aspects effectively. The results of this study contribute to understanding for teachers and school institutions to better utilize information and communication technology in optimizing child development. Keywords Social-emotional development, Language development, Imaginative method, Multimedia learning Paper type Research paper 1. Introduction As set out in Law No 20 of 2003 of the Republic of Indonesia, early childhood education aims to develop age-based developmental aspects so that children are ready to enter elementary school levels. Cognitive, socio-emotional, language, physical motor, moral value, religion, and art are six aspects that focus on development in early childhood education. Teachers and parents must adequately stimulate all aspects of child development to develop optimally. However, several factors can hinder children's development, including parental knowledge, environment, nutrition, and inappropriate stimulation or learning methods (Yafie, Nirmala, et al., 2020) . The most critical time in children's growth and development is at the early years of their lives. At this period, a child's brain contains around 100 billion neurons ready to communicate between cells as long as the child receives the necessary stimulation (Belsky & De Haan, 2011) . The stimulants provided by the surrounding environment will affect children's growth. According to Black (2017), the children's development of qualifiable human beings should start early. The way that can be done is to optimize the brain by providing as much stimulation as possible. Children's socio-emotional and language development barriers have recently been widely discussed, especially in the COVID-19 pandemic. The pandemic requires every child to do on

FAQs

What is the purpose of the study on imaginative teaching and multimedia learning?

The study aims to determine whether combining imaginative teaching methods and multimedia learning increases improvements in children’s social-emotional and language development.

What research design and sampling method does the study use?

It uses a quantitative pre-experimental pretest-posttest group design and purposive sampling of children aged 5–6 years.

What do the findings indicate about social-emotional and language development?

The results show that imaginative teaching approaches and multimedia-based learning significantly improve children’s social-emotional and language development, with post-test scores higher than pre-test scores.

Aug 29, 2026

Upload by Valentina