ENHANCING VOCABULARY ACQUISITION OF KINDERGARTEN LEARNERS THROUGH TOTAL PHYSICAL RESPONSE (TPR)
Keywords:
preschoolers, early childhood education, vocabulary acquisition, Total Physical Response (TPR), kinesthetic activities, language teaching methodology, young learners.Abstract
This article investigates the effectiveness of the Total Physical Response (TPR) method and kinesthetic activities in teaching English vocabulary to preschool children aged 3 to 6 years. Given the unique cognitive characteristics of this age group particularly the absence of literacy skills and the predominance of visual-active thinking conventional text-based instructional approaches prove largely ineffective. The study demonstrates that physical engagement and the coordination of speech with action mirror natural first-language acquisition processes, enabling young learners to establish robust mental associations between auditory stimuli and physical movements. Drawing on a case study conducted at the “Semillero de Amor” institution, the paper identifies three primary benefits of TPR: enhanced vocabulary retention through physical interaction, reduced learning-related stress, and increased classroom participation among shy learners. The author concludes that kinesthetic exercises represent a pedagogical necessity rather than a supplementary activity for kindergarteners. By bypassing traditional academic barriers through sensory and motor experiences, TPR lays a solid foundation for future language development.
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