Multisensory learning approach: A study on preschool teachers’ perceptions and practices
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ID: 285903
2025
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Abstract
This action research, while employing qualitative research design, examines preschool teachers' understanding, perceptions, implementation, and experiences with multisensory learning approach. Through individual interviews and thematic analysis, it was found that teachers possess fundamental yet practical understanding of multisensory learning, characterized by engaging various sensory activities in their teaching practice. Although there is a gap in formal training, their knowledge was strengthened by their teaching experience while positive outcomes were observed in students. Teachers naturally incorporate multisensory activities, using materials like clay, sand, paint, and multimedia tools. They recognize the approach's value in enhancing student engagement, retention, and overall development. However, challenges such as limited access to materials, under utilized learning spaces, the constraints of a traditional curriculum, and inadequate professional development opportunities hinder effective implementation. This study highlights the need for curriculum review to integrate non-traditional learning methods while aligning it with the learning needs of students and to maximize resources, such as learning spaces and materials, which may be reinforced through enhanced training programs and professional development activities, ultimately delivering a more engaging and inclusive educational environment for preschool students.
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| Authors | Aguinaldo, Lenor Coreen D. |
| Journal | Malay Journal |
| Year | 2025 |
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| Keywords | Keywords not found |
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