การพัฒนาทักษะทางภาษาของเด็กปฐมวัยในยุค 5.0

Supanida  Sricharoenchai

doi:10.60027/iarj.2025.282434

Authors

Supanida Sricharoenchai Suan Sunandha Rajabhat University, Thailand https://orcid.org/0009-0009-5128-8757

DOI:

https://doi.org/10.60027/iarj.2025.282434

Keywords:

Language Skill Development, Early Childhood, 5.0 Era, Blended Learning, Educational Innovation

Abstract

Background and Aims: Language skill development in early childhood is crucial for preparing children for learning and social integration. The arrival of the 5.0 era, where digital technology and artificial intelligence (AI) play significant roles in various aspects of daily life, has notably transformed the way children learn. The use of technology in education, such as educational applications, AI-powered language learning programs, and virtual reality learning, enhances children's opportunities for language development. However, improper or excessive use of technology can negatively impact children's development. Therefore, the objective of this study is to analyze the role of technology in the development of language skills in early childhood and to explore how teachers and parents can effectively and appropriately use technology to support balanced learning.

Methodology: This study involves a review of relevant academic literature, followed by analysis and synthesis according to the research objectives. A descriptive presentation method is employed to convey the findings.

Results: Technology plays a significant role in developing language skills in early childhood, effectively supporting the development of listening, speaking, reading, and writing skills. Additionally, it allows for flexible language learning that meets the specific needs of each child. However, excessive use of technology or the use of inappropriate media for the child’s age may result in missed opportunities for developing real-life communication skills and could negatively impact social development. Teachers and parents are vital in creating suitable environments for learning through both technology and real-world interactions.

Conclusion: The development of language skills in early childhood during the 5.0 era requires integrating digital technology with traditional learning methods. This allows children to learn and adapt to a technology-driven society. However, the use of technology must be balanced with learning through real-life interactions. Teachers and parents play crucial roles in selecting appropriate digital media and encouraging learning through non-technology-based activities, such as reading, playing, and daily conversations, to ensure that children develop comprehensive language skills aligned with their overall development.

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