THE IMPACT OF TECHNOLOGY ON CHILDREN’S VOCABULARY CAPACITY

Nargis; Bunga Malika Putri; Erningsih Putri S; Fauzan Rofiqi; Khilda Umi Rahmah

Authors

Nargis Universitas Muhammadiyah Tangerang
Bunga Malika Putri Universitas Muhammadiyah Tangerang
Erningsih Putri S Universitas Muhammadiyah Tangerang
Fauzan Rofiqi Universitas Muhammadiyah Tangerang
Khilda Umi Rahmah Universitas Muhammadiyah Tangerang

Keywords:

Children, Vocabulary Development, Technology, Digital Media, Parental Involvement, Interactive Learning, Case Study

Abstract

This study examines the influence of technology on children's vocabulary development, focusing on a case study of a three-year-old boy named Rizky. Despite Rizky's enthusiasm for learning through YouTube videos, his vocabulary was initially limited to words from the videos. His mother, Ibu Maya, creatively intervened by incorporating interactive play, real-world interactions, and reading sessions to expand his vocabulary. This approach demonstrates the necessity of balancing digital media with traditional learning methods and highlights the role of parental involvement. Theoretical frameworks such as Dual Coding Theory and Social Learning Theory provide insights into the effectiveness of this combined approach.

References

Bandura, A. (1971). Social learning theory. New York: General Learning Press.

Clark, J. M. & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149-170.

Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students (pp. 3–49). In California State Department of Education (ed.) Schooling and language minority students: A theoretical framework. Los Angeles: Evaluation, Dissemination, and Assessment Center California State University.

Dai, J., Gu, X., & Zhu, J. (2022). Personalized Recommendation in the Adaptive Learning System: The Role of Adaptive Testing Technology. Journal of Educational Computing Research, 61, 523 - 545.

Dujardin, E., Auphan, P., Bailloud, N., Ecalle, J., & Magnan, A. (2021). Tools and Teaching Strategies for Vocabulary Assessment and Instruction: A Review. Social Education Research.

Lebens, M., Graff, M.G., & Mayer, P. (2009). Access, attitudes and the digital divide: children’s attitudes towards computers in a technology‐rich environment. Educational Media International, 46, 255 - 266.

Lestari, S., Nurjanah, S.A., & Indriani, W. (2021). Application of Albert Bandura Social Learning Theory in PAI Learning at Al-Wafa Ciwidey SMP Bandung. ALSYS.

Monshizadeh, L., Vameghi, R., Rahimi, M., Sajedi, F., Hashemi, S. B., Yadegari, F., & Kasbi, F. (2021). Is There Any Association Between Language Acquisition and Cognitive Development in Cochlear-Implanted Children?. The journal of international advanced otology, 17(3), 195–199.

Nurhaliza, S., & Fakhurriana, R. (2023). Students’ Perception Towards the Use Of “Cake Application” As A Medium to Increase Vocabulary Knowledge. Indonesian Journal of Multidisciplinary Educational Research.

Panjeti-Madan, V.N., & Ranganathan, P. (2023). Impact of Screen Time on Children's Development: Cognitive, Language, Physical, and Social and Emotional Domains. Multimodal Technol. Interact., 7, 52.

Prensky, Marc. 2012. From Digital Natives to Digital Wisdom. New York.

Sakharova, O. (2019). Innovative pedagogical technologies in the enrichment of the 4th year of life children’s vocabulary in the process of physical education. Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences.

Sigdel, S. (2017). Technology and Learning Capacity of Children: A Positive Impact of Technology in Early Childhood.

Sweller, J. (1988). Cognitive Load during Problem Solving: Effects on Learning. Cognitive Science, 12, p.257-285.