THE STUDY OF EARLY CHILDHOOD TEACHERS’ PICTURE FLASH CARDS TEACHING PRACTICES IN THE PERSPECTIVE OF MULTIPLE INTELLIGENCE THEORY – AN EMPIRICAL INVESTIGATION BASED ON SELANGOR STATE

Authors: Erma Iryani Binti Mohd Ikhwan, Lu Jingyi & Ooi Boon Keat

ABSTRACT

Based on Howard Gardner’s Multiple Intelligence Theory, this study examines the teaching practices of early childhood teachers in Selangor using picture memory cards, focusing on three core issues: differences in vocabulary teaching strategies among teachers with different academic qualifications, the fun design of the picture drawing cards, and their ease of use as a teaching method. This study used a quantitative approach with a structured questionnaire survey of 150 early childhood teachers. This study found that teachers’ academic qualifications were significantly related to teaching strategies, with teachers with a bachelor’s degree being the most involved in vocabulary explanation and exercise design; teachers with a high school degree used it the least frequently; in addition to this, this study found that picture flash cards fun presented content density priority characteristics, with insufficient technological integration and formal innovation; lastly, this study found that teachers generally recognised the interactivity and ease of use of picture flash cards, with young children’s picture recognition mean value is close to ‘Strongly Agree’, but there is a disagreement between the frequency of use and the effect of Peer Quiz. This study confirms the guiding value of Multiple Intelligence Theory on teaching strategies, and suggests that future studies expand geographical samples, introduce qualitative methods, and compare the effects of other teaching tools in order to improve the application path of Picture Flash Cards in early childhood education.

Keywords: Multiple intelligence theory, Picture flash cards, Fun, Ease of Use.

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