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Sinergias Educativas

https://doi.org/10.37954/se.v6i3.184

July - September Vol. 6 - 3 - 2021

http://sinergiaseducativas.mx/index.php/revista/

eISSN: 2661-6661

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Received: October 03, 2020

Approved: February 21, 2021

Encyclopedic bits: a tool to increase

vocabulary in preschoolers

Los bits enciclopédicos: una herramienta para incrementar el

vocabulario en pre escolar

Bustamante-de-Ordinola, María Del Pilar

Guerra-Fernández, Rosa María del Carmen

Soplapuco-Montalvo, Juan Pedro

Sialer-Alarcón, Jannet Alicia

Abstract

The application of encyclopedic bits increases the vocabulary of preschool

children, through a dynamic and continuous program in a procedural and

systematic way, increasing their verbal fluency, the knowledge of

meanings and the construction of syntax that allow them to communicate

and develop their vocabulary, evidenced in the words they use (productive

vocabulary) and the words they know (receptive vocabulary). The research

shows the results of a study whose objective was to determine to what

extent the application of contextualized encyclopedic bits increases the

vocabulary of five-year-old children in an early childhood education center

in the province of Chiclayo. The quantitative method and the pre-

experimental design with a single group were used. The instruments used

were: a checklist, adapted to pre-school children and an evaluation booklet,

elaborated by the researchers, used as a pre-test and post-test for the

* Doctor in Educational Administration, Chiclayo,

Peru; Universidad César Vallejo, Filial Chiclayo, Peru,

mbustamanteb@ucvvirtual.edu.pe, ORCID:

https://orcid.org/0000-0003-1146-548X

* Master in Administration and Business, Universidad

César Vallejo, Universidad Santo Toribio de

Mogrovejo, Chiclayo, Peru,

gfernandezrm@ucvvirtual.edu.pe, ORCID:

https://orcid.org/0000-0003-0707-5753

* Doctor in Educational Sciences, Graduate School of

the Universidad Cesar Vallejo, Chiclayo, Peru;

smontalvojp@ucvvirtual.edu.pe,

https://orcid.org/0000- 0003- 4631-8877

* Master in Early Childhood Education and

Neuroeducation, Graduate School of the Universidad

Cesar Vallejo, Chiclayo, Peru,

sialergj@ucvvirtual.edu.pe, ORCID:

https://orcid.org/0000-0001-9943-755X

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participating children. The results were optimal, showing that the children's

vocabulary increased by 100%. It is concluded that the application of a

program of encyclopedic bits framed within the constructivist approach

produces positive effects on the vocabulary of preschool students.

Keywords: Encyclopedic bits, pre-school vocabulary, early childhood

education.

Resumen

La aplicación de bits enciclopédicos incrementa el vocabulario de los niños

y niñas en pre escolar, a través de un programa dinámico y continuo de

manera procedimental y sistemática, logrando incrementar su fluidez

verbal, el conocimiento de significados y la construcción de sintaxis que le

permitan comunicarse y desarrollar su vocabulario, evidenciándose en las

palabras que utiliza (vocabulario productivo) y las palabras que conoce

(vocabulario receptivo). La investigación muestra los resultados de un

estudio cuyo objetivo era determinar en qué medida la aplicación de bits

enciclopédicos contextualizados incrementa el vocabulario de los niños y

niñas de cinco años en un Centro Educativo de nivel inicial, en la provincia

de Chiclayo. Se empleó el método cuantitativo y el diseño pre experimental

con un solo grupo. Se utilizaron los instrumentos: lista de cotejo, adaptada

a los niños de pre escolar y cuadernillo de evaluación, elaborado por los

investigadores, usada como pre test y post test de los niños participantes.

Los resultados fueron óptimos, muestran que el vocabulario de los niños

se incrementó en un 100º%. Se concluye que la aplicación de un programa

de bits enciclopédicos enmarcados dentro del enfoque constructivista

produce efectos positivos en el vocabulario de los estudiantes de educación

pre escolar.

Palabras clave: Bits enciclopédicos, vocabulario pre escolar, educación

infantil.

Introduction

With the passing of time, society has been awakening interest in the

advantages offered by education and quality teaching to children

(hereinafter the generic term "children" will be used). Teachers,

motivated by the responsibility they have in the education of future

citizens who will take the reins of the country in the near future,

make joint efforts to meet these challenges, requiring them to have a

solid academic background together with ongoing training. In

particular, pre-school teachers, who are in charge of the formal

education of children, seek pedagogical strategies that allow them to

stimulate and facilitate the formation and achievement of significant

learning in their students, through a creative and dynamic way.

Thus, the need to study the vocabulary of pre-school children arises,

becoming an important topic today, because the complexity of the

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information and topics that students must understand throughout the

learning process, not only requires areas related to everyday life and

a more direct experience, but also the development and breadth of

their vocabulary.

Language is "the primary tool of human beings" (Acero et al., 2001,

p. 23) allowing communication between people, through gestural,

written and oral language systems (Navarro, 2003) affirm that

language acquisition involves learning vocabulary and refers to

everything related to daily life. Vocabulary is a powerful

communication tool and plays a fundamental role in people's lives.

Vocabulary refers to a group of words that a child understands or

comprehends when he/she hears and reads them. Barros-Bastidas &

Gebera, (2020) argue that children need words to build syntactic

categories, nominal, verbal or adjective syntagms and to establish

grammatical relationships.

The development of language has been approached through various

theories, among which the following stand out: Skinner's behaviorist

theory, which explains that the acquisition of language in children

occurs through imitation, as a response to verbal stimuli, that is, they

associate sounds with objects, limiting themselves to imitating the

sounds. Also noteworthy is Piaget's genetic theory, who maintains

that language represents a meaning, produced by a signifier that

appears through a mental representation. He considers children as

active subjects who construct meanings through their experience

with objects. Similarly, we find the historical-cultural theory of

Vygotsky, who will focus on the relationship that arises from

language and thought, which is produced through social interaction.

These cognitive theories maintain that children develop their

language through a systematic, interactive and social process in

which they gradually create mental schemas to give rise to a fluid

and enriching vocabulary of structured thoughts (sentences) which,

if not stimulated, will have negative consequences for their future

development.

At the "Diez de Octubre" Private Peruvian-Chinese Educational

Center, through a systematized observation, it was observed that the

children in the Kinder 5 classroom had a limited vocabulary, not yet

being able to recognize and understand the meaning of words that

for their age were significant, presenting difficulty when expressing

thoughts through sentences and answering reading comprehension

questions. This is how a suitable and highly effective tool appears as

the proposed encyclopedic Bits, through its theory of brain

development conceptualized as units of information that are

presented to children in an appropriate way, having as a fundamental

element the family, the father or mother in charge of teaching the

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child (Sánchez-Otero et al., 2019; Moya, A. and García, A., 2014;

Gamboa et al., 2013).

Bits like "a very precise drawing or illustration or a photograph of

excellent quality. It has certain very important characteristics: it must

be precise; differentiated; accurate and new. It also has to be large

and clear" (p. 70). In addition, they should show the drawing and

include the word written in red, because it is the best color for babies

to see. They were designed to increase the baby's knowledge and

promote the maturation of his neurological system. The procedure is

carried out according to the stage of realization and the age of the

child, from showing the images up to a maximum of ten times a day,

to decreasing the frequency as the child grows older. The bits should

be grouped by categories, showing the pictures or cards quickly and

saying the name of what it represents out loud.

Intelligence Bits are a method aimed at children aged 0 to 6 years,

with the purpose of "improving attention, facilitating concentration

and developing and stimulating the brain, memory and learning"

(Egido, 2012). According to Rodriguez (2015) "Intelligence bits are

units of information, presented in the form of cards accompanied by

sound, which involve a specific visual and auditory stimulus that the

brain can process, make sense of and store". This is a learning

method based on stimulating the brain to help it build neural

connections, the main objective of the intelligence bit is to enable

children to be able to identify things by name and then name them.

A multitude of bits, according to the divisions by category that we

make, but the most used are: Encyclopedic Bits, Reading Bits, Math

Bits. The encyclopedic bits, are units of information that are

presented to children in a brief form, which captures the attention of

children, as it is a visual stimulus, it is done with graphic material

such as an illustration, a very precise drawing or a good quality

photograph, in addition, it must be accompanied by an auditory

stimulus, enunciating aloud what it represents. These bits show

images, which are divided into categories and presented to the

children in a grouped manner.

The reading bits are bits of words for global reading. They are done

by presenting the word bits three times a day (morning and afternoon

in colloquial group and again in the corners) for a few seconds each,

in which the teacher will pronounce the word clearly and

confidently, taking care not to cover part of the word when

presenting the bit. These bits show only the word, not the image

associated with the word. We try to use the color red for visual

impact. In addition, when children are under three years old, the

words are presented in capital letters, and from the age of 3 years

onwards, they start with lowercase letters, as this is the letter with

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which they will learn to read. And finally, the math bits or

numeration and calculation, are a support for learning mathematics,

allowing the discovery of quantity, numeration and calculation. They

are applied twice a day: morning and afternoon, the teacher will

mention the number, quantity, addition and subtraction in a clear and

safe way.

The intelligence bits provide great benefits for infants, such as:

strengthen brain development, as the bits will allow children to take

advantage of the ability they have to learn at an early age, making

their brains store as much information as possible. They increase the

creation of neuronal connections. They increase and stimulate

memory, which is the basis for later learning that will be easier and

more attractive for children. Enriches the intelligence and develops

children's learning, since it allows them to develop their attention

capacity, to be able to see, listen and be alert to receive the

information with which they will discover and relate personal

experiences. They develop the visual and auditory senses. They

increase vocabulary learning. They favor meaningful learning and

finally, they nurture and prolong the infants' attention.

In teaching, teachers should take into account some aspects for the

effectiveness of the sessions with the intelligence bits, such as: the

children must be silent and seated in front of the teacher, the teacher's

attitude must be calm, relaxed and smiling, without showing any

kind of impatience, it is necessary a previous preparation when

passing the bits, this will allow presenting the bits ordered and in the

correct position, the image of the complete bit must be shown,

making sure that the fingers that hold it do not cover them,

accompany these actions with verbalization, so that it coincides with

the moment in which the image is being taught, and also make

possible some sessions in which the students have the opportunity to

manipulate the different categories of the bits, and finally, it should

prevent the children from repeating the information that the teacher

verbalizes both or during the passing of the bits.

In this way, through the encyclopedic bits we can give information

to children, in a systematized way, starting with a magnitude, the

simplest, and then introducing more complex magnitudes and

developing in parallel indicators that help us to increase their

productive and receptive vocabulary, such as the knowledge of

meanings, reading comprehension and elaboration of messages or

syntax that allow them to communicate eloquently and with verbal

fluency.

Language is a means of communication that allows the exchange of

information through a coding system (communication, imitation,

gesture, behavior). It materializes through communication and not

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for communication. (Monfort and Juarez, 2013). Oral language is an

important tool in children's learning, inasmuch as we speak to

communicate. The family environment and the school environment

influence the emergence and development of children's oral

language by providing satisfying activities, valuing play and

affective relationships, and allowing children to manipulate objects,

improving their skills, and creating routines, among others.

However, as far as the school environment is concerned, children

have stopped giving importance to oral language because they are

under pressure to learn to read and write by the age of five.

Two different approaches to oral language learning coexist. Thus,

the constructivist approach appears, according to which children

learn or acquire knowledge from what they already have. They also

learn by manipulating objects and thus elaborate new knowledge.

This type of learning allows children to assume responsibilities and

to be able to choose, define, plan and conduct learning. Likewise, we

have the sociocultural method, which allows children to learn

through their interaction with the world around them, on which they

reflect and construct new knowledge. "Oral language, involves a

series of linguistic skills that include phonological awareness,

receptive and expressive vocabulary, narrative skills and conceptual

knowledge" (Arango-Tobón, et al., 2018).

Vocabulary learning is present every day of our lives and words are

the primary linguistic signs, therefore the acquisition of vocabulary

is perhaps one of the human capabilities that has generated much

research because it forms the basis of language in the pre-school

period and determines the future pattern of their linguistic

competence. The child learns "the phonetic system, then the basic

morphosyntactic structures and finally the more complicated ones"

(Martín, 2009, p.176), because through it the foundations of

language are formed in the pre-school period and determine the

future pattern of their linguistic competence.

In infancy, the child instinctively builds a vocabulary, through

imitation of the words they hear, associating them with objects and

actions (heard vocabulary). This gives way to spoken vocabulary, in

which the child's thoughts become dependent on his or her capacity

for self-expression, no longer relying on gestures or babbling. Once

reading and writing vocabularies begin to develop, through

questioning and education, the child begins to discover the

anomalies and irregularities of the language.

It is argued that knowing the vocabulary is a combination for

listening, which is why, if children do not know the words, they will

not be able to listen or pay attention to the message. Thus, in order

for a child to know a word, he/she must know its pronunciation,

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meaning, syntactic function, morphology and spelling. At this point,

the school plays a fundamental role, since it must stimulate children

to acquire a non-standard lexicon, which will stimulate and enhance

the development of speech and listening. Word recognition goes

through the following phases: first, encoding (stimulating with

different lexicons), second, verification (eliminating the lexicon that

does not fit in the sentence), and third, identification (selecting the

correct word). The lexical and formal connections of the words, as

well as their repetition, must also be assessed.

Vocabulary, according to Nation (2001), can be differentiated into

receptive/passive vocabulary and productive/active vocabulary.

Receptive vocabulary refers to our ability to recognize words when

we hear them or see them written, or when we recognize the parts of

their components and assign a meaning to them, if we associate them

with other words or recognize their correct use in the appropriate

context and know with which other words they are presented (p. 28).

Productive vocabulary, on the other hand, is the ability we have to

pronounce or write words correctly, we can divide them and use

them in different contexts, we know the synonym or antonym, we

can form sentences and exchange the original words of the sentence

for other words (p.24). We can say then, that when we talk about

passive vocabulary, we refer to our reading and listening skills, and

when we refer to active vocabulary, it refers to oral and writing

skills. (Villegas, 2010).

In school, students acquire most of their vocabulary through

conversations and reading. This will allow that by encountering the

words several times and in different situations, students gradually

learn their meaning and the various uses that each word has. For

example, they learn that the word "tongue" is not only the muscle we

use to eat and speak, but also means language. On the other hand,

according to research, books are the most important source of new

words for children who already have the vocabulary for oral

communication. This suggests that, in addition to exposing them to

frequent conversations, it is necessary to give them the tools to deal

with the language of written texts and, in this way, to continue

enriching their vocabulary through reading. Therefore, it is essential

for children to read to them and have them read a large number of

texts, taking care that these include some new words that are

accessible to the students' level of comprehension, along with

working with them on the chosen words.

In the classroom, it is important that when teaching vocabulary, we

create in our students, two fundamental attitudes: we must direct

attention to unknown words and arouse curiosity and interest in their

mastery, also, exercise them to mobilize the known words or look

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for other more appropriate for their use. This will allow: enriching

and perfecting the set of terms that students possess before entering

school, broadening the scope of meaning of words that are already

known by the students, dynamizing the comprehensive vocabulary

to achieve ease of speech, establishing multiple connections between

the words that make up our linguistic corpus.

Materials and methods

The method used for the study was observational, the type of

research was quantitative, with a pre-experimental design. The

population and sample consisted of 10 students of 5 years of age at

the initial level. The technique used to collect information was

observation. The data collection instrument was the checklist,

adapted to preschool children, taking the dimensions of productive

and receptive vocabulary, which was intended to collect the process

of the bits and measure the vocabulary of preschool children, and

then passed to be validated by expert judgment. Then an evaluation

booklet was elaborated, which we used as a pre-test and post-test for

the purposes of our research, developing a program of contextualized

Bits that was the stimulus we used to increase our dependent

variable.

The research hypothesis was stated as follows: the contextualized

encyclopedic intelligence bits program increases the vocabulary of

five-year-old children of the Centro Educativo Peruano Chino Diez

de Octubre of the district of Pimentel- Chiclayo 2015.

The most relevant material that became a stimulus to increase the

vocabulary of pre-school children was the contextualized

encyclopedic Bits made of graphic material (photographs) of

museums, food, characters, fruits and animals of the Lambayeque

region. The information was collected through the Internet and

presented in magnitudes from the simplest to the most complex, in a

number of 5 weekly Bits with 5 magnitudes each, that is to say 25

units of weekly information, which at the end of the research was

able to present 25 bits with 5 magnitudes each, generating 125 units

of information in total.

It is expected that this research will be useful mainly to professionals

who work as teachers in early childhood education, extending to

teachers of basic and higher university and non-university education,

university and postgraduate students, as well as the general public,

in order to encourage their participation in research, seeking to

provide solutions to the many problems that arise in the field of early

childhood education.

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Results

The application of the proposed methods resulted in the increase of

vocabulary in preschool children. For this purpose, the children were

evaluated individually through the pre-test, taking into account their

learning rhythms and family environment.

The results of the pre-test showed that 90% of the students had an

initial vocabulary and 10% had an achievement vocabulary

according to the assessment scale used at the initial level: initial,

achievement and process. After applying the pre-test, we proceeded

to develop the contextualized encyclopedic bits program of the

Lambayeque region, which is designed for children 5 years old in

the pre-school stage and can be facilitated by a professional who

manages active and participatory methodologies and who knows the

subject, preferably a teacher. It is organized in 5 categories, in one

week 1 category with 5 bits will be presented in 3 different moments

during the whole school day. Each bit will contain 1 encyclopedic

program, which comes to make 5 magnitudes of encyclopedic

information of the image shown, such information will be provided

gradually, one magnitude per day and thus reaching the week with

25 information of 5 bits corresponding to a category. Likewise, the

encyclopedic bits were applied to the children in the study group.

After applying the program we proceeded to verify through the post

test the vocabulary level of the pre-school children, whose results

were the vocabulary rating scale in achievement (A) = indicates that

the child has improved his vocabulary with a satisfactory

achievement with indicators that reflect a knowledge of the

meanings and signifiers and therefore produce in a fluent way an oral

expression according to their age, being 100% of students who were

located at this level. The grading scale (B and (C) was declared

deserted with 0% of the students, indicating the successful influence

exerted by the application of the Contextualized Bits Program in the

children under study.

Discussion

The objective of this study was to determine to what extent the

application of contextualized encyclopedic bits increases the

vocabulary of five-year-old children of the Peruvian-Chinese Private

Educational Institution "Diez De Octubre" Pimentel - Chiclayo -

2015. The results demonstrate reliably that the application of a

program of contextualized encyclopedic bits increases the

vocabulary of pre-school children. It was possible to prove that the

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bits framed within the constructivist approach increased the

vocabulary of five-year-old children, with whom the study was

carried out.

These results are consistent with the findings of the study by Bernal

(2020) who concludes that after applying the intelligence Bits to 27

5-year-old students and 1 teacher at the initial level, he obtained a

significance level of 95%, that is, the level of oral expression of 5-

year-old students at the initial level was significantly improved.

Quinteros (2017) accentuates that although after the application of

the intelligence bits she evidenced a noticeable change in the

language of the 28 children investigated (from 3 to 4 years old), at

the same time she emphasizes that it is necessary to achieve greater

language development, that the intelligence bits are applied

individually and personalized to each child, in addition to increasing

the frequency and time that the bits are presented.

In this sense, it is paramount to understand what was exposed by

Cárdenas (2017), in his studies on bits. Both studies recognize the

importance of bits as a source of information for children. For

Cárdenas, bits contain concrete information, which is presented to

children with the purpose of acquiring adequate information,

internalizing it in their brain and increasing their knowledge

(Cárdenas, 2017, p. 7). For his part, he assures that bits are used as a

highly sophisticated teaching method, because it allows teachers to

reduce the explanations they provide while teaching and focus so

that children can expand their auditory and visual senses, which will

allow the comprehension of oral and written language.

In the same line, Calderón and Machaca (2017), serves to determine

what was the level with which the students entered and then the next

evaluation was to check if the bits improved such development. The

conclusions of the research of Alva and Rodriguez (2016)

demonstrate the usefulness of the "Bits of intelligence" in the

learning of vocabulary of students of initial level, concluding that the

efficiency of the pedagogical strategy "bits of intelligence" for the

teaching and learning of the English language in the vocabulary of

five-year-old children is confirmed.

Our problematic reality shows a high percentage of receptive and

productive vocabulary at the beginning in a private institution due to

external factors such as unsupervised children at home, access to

television as the only means of entertainment, caregivers in charge

of the children who do not interact with them. The statistical results

obtained in the present study show that after the application of the

program, the experimental group had already reached a high level in

vocabulary, surpassing themselves in a previous stage.

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On the other hand, seeing the expected increase in the experimental

group, it is possible to think that the paradigmatic framework of the

educational institution would have had an influence, since it applies

the active methodology from the initial level and this would have

influenced the positive change in the group.

In general terms, the authors consider quite significant, in light of the

evidence, that the program of contextualized encyclopedic bits to

increase the vocabulary of preschool children produces positive

effects when focused on specific aspects, such as knowledge of

meanings, reading comprehension and elaboration of messages or

syntax that allow eloquent communication and verbal fluency.

It is recommended to prioritize the research and implementation of

vocabulary in preschool children by addressing content and

strategies with scientific relevance that help them acquire concepts

that are meaningful and allow them to communicate and understand

messages.

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