Expression of Multimodal Learning to Read and Write in the Context of Pre-primary Education

Abstract

Multimodal learning to read and write emphasises the transition from the conception of direct teaching/learning (ability to decode printed text written on the paper) to spontaneous and child-initiated learning in the playful environment, which would originate from the child’s wish to learn, experience and know. Thus, multimodal learning refers to the learning, which employs as many and as diverse ways of education as possible. They aim to promote children’s learning, memorising and comprehension, which most frequently manifest in children’s positive emotions, new experiences, improvement of learning process and its adaptation to creation of child-centred education system and its realisation in practice. The changing attitude towards learning to read and write obviously leads to strengthening of the tradition of multimodal learning in the Lithuanian kindergartens. The working methods and means applied by teachers, which allow creating educational environments taking into consideration individual needs of every child environments, have been undergoing changes. The conducted research revealed that pre-primary education groups provide children with favourable conditions for multimodal learning, which helps them not only to learn to read and write faster but also develop other skills: fine motor skills, thinking, creativity, social skills, etc.