A sensory book for learning English as a foreign language in children aged 3 to 4 years
Article Sidebar
Main Article Content
Abstract
Introduction: the development of English language skills during early childhood requires educational resources that promote active, meaningful, and multisensory learning experiences. Objective: design a sensory book aimed at teaching English vocabulary to children ages 3 to 4 by integrating multisensory strategies based on prior experiences and research. Methodology: a qualitative approach was adopted using a literature review research design. Information was collected using a validated checklist applied to the analysis of five scientific studies focused on the design and implementation of sensory and interactive books for language development. Results: the findings identified common pedagogical principles based on active learning, learning through play, and multisensory experiences. Furthermore, the studies reviewed highlighted the use of tactile and firsthand materials, picture-word associations, storytelling, songs, and guided interaction as effective strategies for vocabulary development. Conclusion: the literature review confirmed that multisensory, play-based, and interactive strategies promote vocabulary development and meaningful learning of English in early childhood. These findings provided a scientific basis for the design of the sensory book and the use of observation-based assessment. General Area of Study: Education. Specific area of study: Learning English as a Foreign Language in Early Childhood Education. Type of study: Systematic bibliographic review.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Dicataldo, R., Rowe, M. L., & Roch, M. (2022). “Let’s read together”: a parent-focused intervention on dialogic book reading to improve early language and literacy skills in preschool children. Children, 9(8), 1149. https://doi.org/10.3390/children9081149
Frank, M., Marchman, V., Bergey, C., Boyce, V., Braginsky, M., Kachergis, G., Mankewitz, J., Meylan, S., Prystawski, B., Ram, N., Sparks, R., Steffan, A., Ming Tan, A.W., & Zettersten, M. (2026). Continuous developmental changes in word recognition support language learning across early childhood. eLife, 2, 1-2. https://doi.org/10.7554/eLife.109636.2
https://link.springer.com/article/10.1007/s10643-026-02251-3
Laksanasut, S. (2026). The power of multimodal environments: advancing early linguistic development in a digital world. TESOL and Technology Studies, 7(1), 58–75. https://doi.org/10.48185/tts.v7i1.1876
Neeman, R., & Raviv, H. (2026). Acquisition of multiple-meaning words, including polysemy and homonymy, in the expressive lexicon of 3-5-year-olds, and the impact of a gamified intervention program. Journal of child language, 1–20. https://doi.org/10.1017/S030500092610066X
Palma Perero, M. A., Sánchez Franco, L. M., López Vera, Y. E., Peña Vásquez, H. A., & Reyes Macías, D. I. (2026). Multisensory stimulation and development of infant neuroplasticity: scientific contributions and pedagogical perspectives in early childhood education. Science and Education, 7(5.2), 375-376. https://cienciayeducacion.com/index.php/journal/article/view/zenodo.20330293/3820
Park, S., Piasta, S. B., & Sayer, P. M. (2025). An initial yet rigorous test of multisensory alphabet instruction for English monolingual and emergent bilingual children. Early Childhood Research Quarterly, 72, 328-338. https://doi.org/10.1016/j.ecresq.2025.04.008
Rafiq-uz-Zaman, D. M., & Shih, Y.-H. (2026). A comprehensive review of high-impact educational research (2021–2025): trends, insights, and emerging practices. Inverge Journal of Social Sciences, 5(2), 58–70. https://doi.org/10.63544/ijss.v5i2.243
Regina, F., & Alvita Kurniawati, L. (2025). Enhancing early childhood education: an English busy book for second-year kindergarten students. Pengabdian Masyarakat, 21(1), 260-272. https://www.researchgate.net/publication/396122304_Enhancing_early_childhood_education_An_English_busy_book_for_second-year_kindergarten_students
Rodrigues, L. (2026). Research in education: methodological foundations, data collection strategies and categorization process in qualitative analysis. Regeo, 17(7), 1-29. https://doi.org/10.56238/revgeov17n7-036
Savva, M., Beckmann, N., & Higgins, S. (2026, May). Teaching style and storybook format: effects on vocabulary development and story comprehension in young EAL learners. Early Childhood Education Journal.
Schreyer, P., & Blikstad-Balas, M. (2025). A qualitative–reconstructive investigation of teaching quality through documentary video analysis. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 36(3), 448–465. https://doi.org/10.1080/09243453.2025.2527739
Shi Qian, T., Lin, L. Y., & Pormalu, K. (2023, December). The use of sensory textile books to encourage creativity among preschool children: a case study. IJMOE, 5(19), 47-66. https://www.researchgate.net/publication/377609624_THE_USE_OF_SENSORY_TEXTILE_BOOKS_TO_ENCOURAGE_CREATIVITY_AMONG_PRESCHOOL_CHILDREN_A_CASE_STUDY
Tumbaco Tavarez, B. N., & Mero Caiche, A. D. (2026). Teachers’ experiences using multisensory methods to develop vocabulary in young learners [Bachelor’s Thesis, Universidad Estatal Península de Santa Elena, La Libertad, Ecuador]. https://repositorio.upse.edu.ec/server/api/core/bitstreams/49181c92-5bc3-4b75-ae4b-021677857f59/content
Yu, K. (2026). Exploring the impact of play-based learning on classroom engagement and vocabulary development in early additional language learning. IOE Psychology & Human Development Department, 1-11. https://lnep.ewapub.com/article/view/33846.pdf
Zhang, M., Hou, G., Cheng Chen, Y., Zhang, T., & Yang, J. (2020, October). A book interaction scheme to enhance children’s reading experiences and preferences. Frontiers in Psychology, 11, 1-9. https://pmc.ncbi.nlm.nih.gov/articles/PMC7591389/pdf/fpsyg-11-02155.pdf