Kindergarteners' Understanding of the Five Senses - Research Paper

Introduction

The problem that will be addressed in this case is the extent to the level in which students in kindergarten comprehend the five senses. Principally, the study will be designed to evaluate how children can learn and understand the topics in science, utilizing the five senses. The research will, therefore, assist in analyzing all the five senses. The five senses include sight, touch, hearing, taste, and smell.

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It should be noted that children and kids in their earlier stages undergo numerous development procedures. Different kindergarten students, among other ages, have diverse learning abilities, and such are dependent on multiple issues. It should be noted that sometimes children develop skills based on their background, genes, and the environments in which they reside (Andrews & Sayers, 2015, p. 260). Children will have to use the five senses to obtain ideas and understand things around them. Considering the reality that children have diverse learning abilities, the five senses have to be evaluated to determine how they learn. Therefore, the research paper will assess the level to which kindergarten pupils comprehend science using the five senses.

Problem Statement

There are issues connected with understanding science concepts as far as science concepts are concerned. It is the role of teachers to know how children should be handled to ensure their diverse learning abilities are tackled. As such, information on understanding science using the five topics is dealt with in this paper.

Research Questions

• The researcher discerned to handle this topic using the following questions.
• How do kindergarten learners develop the five senses?
• How do kindergarten learners understand the dissimilarities between the five senses?
• Are there similarities in kindergarten children as far as understanding the five senses is concerned?

Relevance

As a professional teacher, the research topic is fundamental in my practice since it elevates the level of understanding on how to deal with and handle kindergarten children when teaching science as far as the five senses are concerned. Understanding how children learn is fundamental for practicing tutors since it offers the chance to effectively provide science tutorials (Andrews, Sayers, & Marschall, 2015, p. 200). Additionally, understanding how kindergarten pupils use their five senses in evaluating science concepts assists provides better learning approaches.

Review of Literature

Dyson et al. (2015, p. 331) believe that kindergarten pupils learn in different ways. Some pupils are auditory learners, while others are visuals learners. It is worth noting that learners are diverse hence the need for tutors to offer to learn in numerous ways to engage all the five senses. Multisensory environments do not solely cater to all individual learners, but further enhances thought development, social skills, alongside intelligence. Teaching on the five senses provides kindergarten pupils more than a single way to develop connections together with learning concepts. According to Hall and Robinson (2016, p. 100), younger learners who have not developed all the senses should be provided multisensory settings as such enhances alertness, concentrations, memory, mobilization, communication, and creativity.

It is fundamental to note that all the elements enhance learning and retention to ensure children grow and expand in the future. Principally, there is a need for tutors to offered and provide learning environments for kindergarten pupils to understand how to maneuver in life. It is fundamental to note that kindergarten pupils will solely understand the concepts of science if they are offered the right environment (Hatano, 2017, p. 83). For instance, some pupils learn better when they are provided with diverse learning approaches. It is worth noting that science requires specific concepts, and such can be discerned using several senses. A case in point is whereby science pupils will solely understand some concepts in science by seeing things, as sight is one of the five senses. Jensen (2017, p. 5) believes that when tutors use the five senses to educate kindergarten pupils, it offers a chance for the learners to comprehend complicated science concepts and hence elevate them to the next level. Additionally, Lambarth, Green, and Reid (2016, p. 66) conducted a study in which they discovered that kindergarten pupils who are motivated and taught on the five senses of hearing develop better comprehension skills as they mature and move into further classes.

Model of Understanding

Knowledge represents something that learners accumulate via learning. On the other hand, understanding depicts something that people know because they have lived through the same. For instance, individuals can read how to drive vehicles but cannot practically do the same. Another term that comes into the picture is learning. It is fundamental to understand that learning is the acquisition of knowledge. Principally, learning is different from understanding because the latter represents having information regarding something. At the same time, the former stands for the acquisition of knowledge on a specific topic (Miller et al., 2015, p. 317). In learning, pupils get to class to attain some concept in regards to science, among numerous other topics. Necessarily, understanding can happen in any environment and not typically the classroom. Learning is motivated by the desire to understand something while understanding comes naturally. At the kindergarten level, understanding might represent the instance in which children and pupils understand the right time to do something. For example, pupils understand that on ringing the bell, it is time for a specific activity. This includes shifting from one topic to another. Learning, on the other hand, includes attaining new information regarding a particular matter (Miller et al., 2015, p. 320). In science, for example, students attend lessons to gain information regarding specific topics, including photosynthesis and nutrition, among many others.

In science, understanding means that pupils can connect facts via an underlying idea. The same means that students can connect their world with the current things that are happening around them and hence make meaning of the real world. In science, there are many things that students ought to understand. A case in point is discerning the difference between animals, birds, and other things of nature. Primarily, in science and other topics, following a concept relates to the same thing, and that includes grasping what something means (Mohd Syah et al., 2016, p. 1477). Different students have different levels of understanding, and tutors should discern this. There are those with a comprehensive understanding of specific concepts, while others might not have an idea of what it entails.

In this investigation, the researcher will seek to find out the level of student understanding alongside the factors determining the process. Student understanding is evaluated using several facets, and this includes how fast the specific learner can connect one topic to another. For instance, some pupils find it complicated to recall the science concepts studied in the previous question. The quality of student learning will be evaluated using an assessment of the five senses. For instance, a pupil will be required to identify some plants using the sense of smell. Also, the students will be required to identify the name of animals after hearing their voices. Additionally, science entails seeing. In this case, the kindergarten pupils will be asked to identify plans by merely observing them. As such, the quality of learning within the kindergarten students will be assessed based on the availability to use the five senses in learning and understanding the numerous concepts making the basis of science (Mohd Syah et al., 2016, p. 1480). The final idea, in this case, is the understanding of the critical approaches that can be used to understand science.

Methodology

In conducting this study, the researcher incorporated three kindergarten pupils, who were chosen randomly. There are some considerations the researcher put in mind before selecting the participants for this study. For instance, the students were explicitly selected from the science class in the kindergarten department. The kindergarten pupils were assessed on the concepts of understanding the five senses. Principally, the researcher observed the three pupils routinely to know how they applied the five senses in science. The researcher also evaluated the approaches in which the students used the five senses in generating and formulating solutions in daily work (Mohd Syah et al., 2016, p. 1483). As such, the researcher further conducted interviews with the three pupils to enable determine how they discerned the five senses.

The researcher chose the observation approach because it is considered the most appropriate model of attaining first-hand information. Additionally, the researcher compared the information achieved with other details form students of different levels in the learning process. Additionally, the researcher sought to find the approaches in which the pupils found better in regards to learning science. In doing so, the researcher observed children use the different senses of learning (Newcombe, Levine, & Mix, 2015, p. 493). Additionally, the researcher also found the preferred approaches trainers used to share information with students. Teachers were also required to provide information regarding the methods of teaching preferred and reasons why such approaches and methodologies were used. It should be noted that the various senses used in learning provided diverse outcomes.

Results and Discussion

From the report that was given during analysis, this research, which is to analyze the extent the how the small number of Kindergarten pupils understand the five senses, stated that various ways should be implemented to enable children to understand the five reasons. The children should be explained how the five senses aid us to figure out whatever is happening in the surrounding within us and help us decide whether to enjoy or not enjoy an experience within the environment. For instance, our tongue helps in testing things, our nose enables us to smell, our hands help us to feel, our ears aid in hearing, and our eyes let us see. According to Newcombe, Levine, and Mix (2015, p. 500), understanding refers to the capacity to recognize something. Therefore, understanding is when a student usually obtains knowledge. Hence, education in learning implies the process in which a pupil or a student is in a position to express out their learning experiences.

Furthermore, understanding can be related to either knowledge or learning under some circumstances. Intelligence simply refers to as the capacity to recognize something, learning, on the other hand, can refer to the awareness or the ideas that are obtained through education or experience (Newcombe, Levine, & Mix, 2015, p. 493). Thus, understanding is less than knowledge.

However, sometimes understanding does have some relationship with learning. Understanding is simply able to recognize something; knowledge can be explained as a relatively permanent change in behavior potentially, which occurs as a result of reinforced practice. Learning goes in hand with understanding, since for one to learn something, he or she must understand it first. Therefore, education cannot occur without knowledge (Olson, Bruxvoort & Vande Haar, 2016, p. 1500). Besides, it should be noted that whenever one interacts with the children a...