Introducing English through Geometry: the Learning to Think Differently (LTD) Approach for Early Childhood

DOI

10.2991/978-2-38476-537-9_10How to use a DOI?

Keywords

Learning to Think Differently; English; Young Learners; Geometry

Abstract

Early childhood is a crucial stage for developing both cognitive and linguistic abilities, where young learners learn best through active exploration and meaningful interaction. Integrating English with geometry particularly shapes can stimulate curiosity and enhance conceptual understanding. The Learning to Think Differently (LTD) approach provides a creative framework emphasizing three stages: listening, talking, and performing. This process enables young learners to acquire language and geometry through meaningful and hands-on experiences. This study aims to explore the application of the LTD approach in introducing English through geometry to young learners. Using an explorative qualitative approach, the researchers seek to gain in-depth insights into how the LTD approach supports theirs understanding of geometry, particularly shapes while enhancing their English language. Participants were young learners aged 5–6 years from TK Negeri Model Terpadu Madani. The instruments used included observation sheets, interview guides, and documentation of teaching activities, with data analyzed qualitatively through reduction, presentation, and conclusion drawing. The findings indicated that the LTD approach effectively engages young learners in active learning, helping them connect English vocabulary with geometry through identifying, naming, and constructing shapes by using building blocks. The application of the LTD approach showed that the young learners’ English development reached 75%, while the level of active participation was recorded at 83%. Teachers also reported that LTD fostered interactive communication, creativity, and motivation among young learners. Overall, integrating the LTD approach in early childhood geometry serves as an effective strategy to promote both linguistic and cognitive development in an engaging and meaningful context.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Ernitasari Mulyadi
AU  - Wisman Wisman
AU  - Rahayu Prasetyaningsih
AU  - Hasrina Hasrina
PY  - 2026
DA  - 2026/02/19
TI  - Introducing English through Geometry: the Learning to Think Differently (LTD) Approach for Early Childhood
BT  - Proceedings of the 3rd International Conference on Education (ICE-3 2025)
PB  - Atlantis Press
SP  - 97
EP  - 107
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-537-9_10
DO  - 10.2991/978-2-38476-537-9_10
ID  - Mulyadi2026
ER  -