The Impact of Multilingual Teaching Strategies on Preschool Children’s Learning Outcomes

Abstract

In the context of globalization and younger education, the issue of multilingual teaching for preschool children has received widespread attention. However, there are still significant shortcomings in the systematic and scientific practice of multilingual teaching in China. This article aims to explore the impact of multilingual teaching strategies on the learning outcomes of preschool children aged 3-6. Research analysis shows that their learning effectiveness is mainly constrained by three factors: first, the child’s own neural plasticity and personality traits; second, the quantity, frequency, and quality of language environment input; and third, the teacher’s language proficiency, teaching level, and classroom design. Based on this, this article proposes the following suggestions: first, deepen gamification and situational classroom design to enable language to be naturally acquired in real environments; second, promote differentiated and scaffolding based teaching, respect individual differences and provide precise support; third, advocate multi-sensor coordinated learning, deepen memory and understanding, and systematically improve the multilingual effectiveness of preschool children.