The Effect of Talking Flashcards on Geometric Shape Recognition among Children Aged 3–4 Years

Authors

DOI:

https://doi.org/10.31000/ceria.v15i3.16819

Keywords:

Early Childhood Education, Geometric Shape Recognition, Learning Media, Talking Flashcards

Abstract

Recognizing geometric shapes is an essential component of early childhood cognitive development that supports spatial reasoning and foundational mathematical skills. Preliminary observations at KB Fi Dhilalil Qur'an, Banyuwangi, indicated that children aged 3–4 years experienced difficulties in identifying, naming, and classifying basic geometric shapes. This study aimed to examine changes in children's geometric shape recognition abilities following the implementation of Talking Flashcard media. A quantitative approach employing a pre-experimental one-group pretest–posttest design was conducted with 13 children selected through total sampling. Data were collected using an observation instrument covering three indicators: naming, identifying, and classifying geometric shapes. The findings revealed an increase in the mean score from 6.00 in the pretest to 9.15 in the posttest, representing a mean improvement of 3.15 points. The Shapiro–Wilk test yielded significance values of 0.132 and 0.084 for the pretest and posttest, respectively. A paired-samples t-test indicated a statistically significant difference between pretest and posttest scores, t(12) = −30.281, p < .001. The greatest proportional improvement was observed in the ability to name geometric shapes (87.8%). These findings suggest that Talking Flashcards may be a promising learning medium for supporting geometric shape recognition among children aged 3–4 years. However, further research involving control groups and larger samples is recommended to establish their effectiveness more conclusively.

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Published

2026-10-21

Issue

Vol. 15 No. 3 (2026): (In Progress) Ceria Jurnal Pendidikan Anak Usia Dini

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Articles

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