GAME-BASED LEARNING IN TEACHING ENGLISH TO PRESCHOOLERS: A PSYCHOLOGICAL PERSPECTIVE

This thesis investigates the effectiveness of game-based learning in teaching English to preschool-aged children from a psychological perspective. It examines how play influences language acquisition, motivation, cognitive development, and emotional engagement in early childhood education. The research analyzes the cognitive and affective factors that make game-based learning a natural and efficient approach for teaching foreign languages to young learners. The study concludes that integrating games into language instruction not only enhances linguistic skills but also fosters positive emotional experiences, supporting long-term academic success.