Learning Environments of Preschool Children Who Have Different Learning Styles and Sensory Behaviors

ABSTRACT

Introduction

Learning environment is an important factor in the development of preschool children. However, those who have different learning styles and sensory behaviors might not reach the same achievements in the same learning environments. The objective of this study aimed to develop a guideline program that considers learning environments, and explores learning styles, sensory behaviors, and learning environments of preschool children in a community child development center.

Methods

This study had a mixed method research design. The research instrument comprised a learning style and sensory behavior checklist. Two phases of data collection included a guideline development by considering learning environments, and a pilot study to explore the learning styles, sensory behaviors, and learning environments of preschool children in a community child development center. The participants consisted of 72 preschool children, 9 teachers, and 14 occupational therapists.

Results

The guideline program arranged 18 groups of learning environments by analyzing the learning styles and sensory behaviors of preschool children, and presented two aspects including learning environments as facilitators and barriers. The majority of preschool children were visual (72.22%) and auditory learners (27.78%) in the first learning style, with no kinesthetic learners. In terms of sensory behaviors, most of the preschool children presented sensory behaviors of positive visual (PV) stimulation. In terms of learning environments, the results indicated that visual learners with positive auditory (VL-PA) stimulation were in the learning environment group, which showed the highest percentage of preschool children in this study.

Conclusion

The web-based guideline that considered learning environments for preschool children was analyzed by the learning styles and sensory behaviors of the children. It could be used as a tool for collaboration between preschool educators and healthcare providers, who plan learning activities and sensory-based play that promote the development of children.

KEYWORDS:

• Learning environment
• preschool children
• learning styles
• sensory behaviors
• collaboration

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Faculty of Associated Medical Sciences, Chiang Mai University, Thailand.

Notes on contributors

Suchitporn Lersilp

Suchitporn Lersilp is an associated professor of occupational therapy in the Department of Occupational Therapy, Faculty of Associated Medical Sciences, Chiang Mai University, Thailand. She achieved her Ed.D. in Special Education. She teaches courses in pediatric occupational therapy, school-based occupational therapy, and assistive technology for people with disabilities. Her research relates to studies on health promotion and developmental encouragement for children with delayed development and students with special education needs.

Supawadee Putthinoi

Supawadee Putthinoi is an associated professor of occupational therapy in the Department of Occupational Therapy, Faculty of Associated Medical Sciences, Chiang Mai University, Thailand. She achieved her Ph.D. in Knowledge Management. She teaches courses in neurosciences and occupational performance, and assistive technology for people with disabilities. Her research relates to studies on health promotion and community empowerment by using information technology.

Napalai Chaimaha

Napalai Chaimaha is a lecturer of occupational therapy in the Department of Occupational Therapy, Faculty of Associated Medical Sciences, Chiang Mai University, Thailand. She achieved her Ph.D. in Biomedical Sciences. She teaches courses in children development, pediatric occupational therapy, and school-based occupational therapy. Her research relates to studies on collaboration between family, healthcare professional and school professional to promote health and development for children.