Exploring Preschool Teachers’ Psycholinguistic Approach to Enhance Children’s Language Development in Non-Formal Education

DOI

10.2991/978-2-38476-489-1_44How to use a DOI?

Keywords

Children’s Language Development; Non-Formal Education; Preschool Teachers; Psycholinguistic Approach

Abstract

Language development in childhood helps children grow mentally, socially, and academically. Preschool educators utilize experience-driven language learning techniques. Psycholinguistic principles and their use by educators can elucidate techniques for facilitating language acquisition. This study aims to investigate the utilization of psycholinguistic approaches by non-formal preschool teachers to enhance language development, examining language learning practices, beliefs, and their impact on children’s language development. This study used a descriptive qualitative design through in-depth interviews and non-participatory observation of five preschool teachers as participants from non-formal education. Teachers were interviewed regarding their ideas, experiences, pedagogical approaches, classroom interactions, and communicative scaffolding. Findings show that participants naturally followed psycholinguistic principles through code-switching in obtaining knowledge, repeated structures during syntax, music, and storytelling during vocabulary acquisition, and peer interaction during pragmatic development were common approaches. Preschool teachers stressed emotional attachment and social environment for children’s language development in non-formal education. Observations showed that children improved their verbal production, narrative skills, and interactive ability. This study concludes that preschool teachers use a psycholinguistic approach to help children talk to each other better without even thinking about it. To help language learning go beyond the regular curriculum, non-formal teachers can be supported and rewarded.

Copyright

© 2025 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  - M. Asia
AU  - Abd. Rahim
AU  - Sujarwo
PY  - 2025
DA  - 2025/11/24
TI  - Exploring Preschool Teachers’ Psycholinguistic Approach to Enhance Children’s Language Development in Non-Formal Education
BT  - Proceedings of the International Conference on Educational Science and Teacher Education (ICESTE 2025)
PB  - Atlantis Press
SP  - 579
EP  - 593
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-489-1_44
DO  - 10.2991/978-2-38476-489-1_44
ID  - Asia2025
ER  -