Integrating English with total physical response for pre-schoolers’ cognitive development

Abstract

This study explores the integration ofEnglish with Total Physical Response (TPR) for pre-schoolers’cognitive development. Research wasbuilt upon, review of cognitive developmental theorists, stakeholders, teachers’feedback and experience. Five TPR related lesson plans arespecially created and vetted by experts in order to collect data related to young learners' cognitive development with the integration of English with TPR.This study employs anaturalistic observational methodology. The researchersconducted observation, attentive listening and tool field notes concurrently. A structuredreflective notefrom the researchers isalso used for analyses. The observation procedure seeksto record descriptive details about cognitive processes, ambience, and social activities among pre-schoolers. The findings indicate that there is improvement in language progressions,observable cognitive output with the ability to think, questioning skill,justifying thoughts and opinions and higher interest in learning through TPR.Therefore it isconcluded that by integrating English with TPR, pre-school educators can maximize the output of their teaching.