Children's Ability Research Articles

Upaya Meningkatkan Kemampuan Membaca Permulaan Melalui Kartu Kata Pada Anak Usia 5 -6 Tahun Di Tk Islam Pamastra Kedaung – Pamulang

Improving initial reading skills in children aged 5 - 6 years is important for children because in children's lives it is always related to reading activities, therefore by mastering one aspect of language skills children are trained to be able to recognize letters, read, recognize objects and so on. etc. to improve beginning language skills through reading card media. Based on the researcher's experience, some of the group B children aged 5 - 6 years in the Pramastra Kedaung - Pamulang Islamic Kindergarten have problems with children recognizing letters and reading. Therefore, researchers look for and find solutions to stimulate children to read. The research subjects in group B were 10 children consisting of 7 girls and 3 boys. Researchers used classroom action research methods to improve language skills through kaa card media. This research was carried out in 2 cycles, namely cycle 1 was carried out in the first week while cycle 2 was carried out in the second week. From the research in cycle 1 in the first week, the results in cycle I showed that the ability to recognize letters and read had not developed well so the research was continued in cycle II which was carried out in the second week. The results showed that the ability to recognize letters and read showed better development results. From the results obtained, there is an increase which proves that initial reading activities using word cards as a medium can improve children's reading abilities.

Developmental changes in numerosity and area perception in school-age children

Humans can quickly estimate the quantity of objects in their environment through the Approximate Number System (ANS). However, the developmental trajectories of numerical and spatial perception in school-aged children are not well understood. This study aimed to address this issue by examining the performance of 7-year-olds, 9-year-olds, and 11-year-olds in the dot-number and dot-area tasks. In each trial, participants were presented with pairs of dots array simultaneously and were asked to indicate which array had a greater quantity of dots in the dot-number task, and which array had a larger overall area of dots in the dot-area task. We manipulated number cues and area cues of the dots array in these two tasks, creating three different relationships between dot-number and dot-area: congruent, neutral, and incongruent. Our results showed school-aged children's ability to estimate numerosity improved significantly after the age of 7, with no apparent improvement observed between the ages of 9 and 11. This indicates a marked growth in acuity in the perception of numerical quantities. Conversely, the capacity to estimate area showed consistent stability across the various age groups examined. Additionally, our results demonstrated a pronounced difficulty among participants in ignoring numerical cues when assessing dot quantity or dot area, as opposed to non-numerical cues. This highlights a preferential sensitivity to numerical information in cognitive processing. These findings provide valuable insights into the cognitive development underlying quantity perception and may offer practical guidance for educational practices.

Peran Kegiatan Perayaan Gebyar Tahun Baru Islam di Masjid Al Hidayah dalam Memfasilitasi Pengembangan Kreativitas dan Kepercayaan Diri Anak-anak

In the complex era of globalization, the development of children's creativity and confidence is an important aspect in addition to intellectual intelligence. This research aims to activate the effectiveness of the Islamic New Year Celebration activities held at the Al Hidayah Mosque, Bukit Pereviewuan 1 Village, Hamlet 5 in July 2024 in increasing the creativity and confidence of TPQ children. Involving around 60 participants, the activities included calligraphy competitions, adhan, Muslim fashion shows, and memorization of short letters. The research methods used are socialization, observation, and implementation of activities. The results of the study show that this activity significantly increases children's creativity through various competitions that allow innovative and innovative expression. In addition, this activity also succeeded in increasing the confidence of the participants, which can be seen from their bolder and enthusiastic attitude in participating. This activity contributes to the development of children's learning abilities and character, strengthening their foundation as individuals with integrity and competitiveness. Activities like this are expected to be carried out continuously to support the holistic development of children in a positive environment and full of religious values.

Bilingualism and second-order theory of mind development in autistic children over time: Longitudinal relations with language, executive functions, and intelligence.

Theory of Mind has long been studied as a core weakness in autism spectrum disorder due to its relationship with social reciprocity, while bilingualism has been shown to compensate for autistic individuals' mentalizing weaknesses. However, our knowledge of the Theory of Mind developmental trajectories of bilingual and monolingual autistic children, as well as of the factors related to Theory of Mind development in autism spectrum disorder is still limited. The current study has examined first- and second-order Theory of Mind skills in 21 monolingual and 21 bilingual autistic children longitudinally across three time points, specifically at ages 6, 9, and 12, and also investigated associations between Theory of Mind trajectories and trajectories of the children's language, intelligence and executive function skills. The results reveal that bilingual autistic children outperformed their monolingual peers in second-order Theory of Mind at ages 9 and 12, and that intelligence and, especially, expressive vocabulary skills played a pivotal role in advancing bilingual autistic children's second-order Theory of Mind development. On the other hand, monolingual autistic children only managed to capitalize on their language and intelligence resources at age 12. The findings highlight the importance of investigating bilingualism effects on autistic children's advanced cognitive abilities longitudinally.

Phonological Development in 3-6-Year-Old Mandarin-Speaking Children with Autism, Developmental Delays, and Typical Development.

Research on the phonological development of children with autism spectrum disorder (ASD) has not yet reached consistent conclusions, and systematic studies from different language groups are needed. This study aimed to systematically investigate the characteristics of phonological development in 3-6year-old Mandarin-speaking children with ASD. We analyzed 10min speech samples from 21 children with ASD, 18 development level-matched children with developmental disorders (DD), and 15 chronological age-matched typically developing (TD) children during semi-structured parent-child free play based on Mandarin phonological features. The children with ASD had a significantly smaller inventory than those with TD on the initial and final inventories. The children with ASD had only a significantly smaller initial inventory than those with DD in Phases 2 and 4. Compared with TD children, children with ASD used a higher proportion of V1 and V1V2C and a smaller proportion of V1V2V3, CV1C, and CV1V2C. No significant differences existed between ASD and DD children in the proportion of any syllable structure, but V1V2V3, CV1, and CV1V2C numbers were significantly fewer than in DD children. Children with ASD were significantly greater than children with TD in the diversity of V1V2, CV1, and overall syllables. ASD children had significantly fewer different types of syllables in both V1V2C and CV1 than did DD children and significantly greater diversity in CV1 and overall syllables than did DD children. These preliminary data suggest that the gap between TD and ASD children's language abilities increased with age, and this gap was reflected in initial, final, and syllable complexity and diversity. Children with DD and ASD showed similar language abilities, and children with DD showed detailed differences from those with ASD regarding initial, syllable complexity and diversity.

Children adapt their information search to goal and statistical structure of a problem.

To be efficient, problem solvers need to be adaptive, tailoring their information search to the specific problem at hand. Across two studies, we investigated the emergence and early development of children's ability to adapt their information search to a given goal (Studies 1 and 2) and to the statistical structure of the problem space (Study 2) to maximize effectiveness. In Study 1, 3-6-year-olds (n = 105) decided which of two cues to look up, the arms or the legs of two monsters, to predict the winner of a throwing or jumping challenge, knowing that monsters with long arms were good throwers and those with long legs were good jumpers. Children's ability to adaptively select relevant information and tailor their search to the goal increased with age, surpassing chance level between the ages of 4 and 5. Study 2 (7-14-year-olds and adults, n = 175) demonstrated this competence in a more complex task, additionally investigating whether children tailor their search to the statistical structure, that is, the distribution of cue values, in their search environment (e.g., how common long legs are). The results suggest high reliability in ignoring irrelevant cues (confirming the results from Study 1) and developmental patterns in children's preferential treatment of cues of differing statistical frequency. Together, these studies contribute to the literature on information search adaptiveness by tracing for the first time the emergence and developmental trajectory of children's ability to tailor predecisional search to the changing goals and environmental resources of the problem at hand. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

How smart is my child? The judgment accuracy of parents regarding their children's cognitive ability.

Parents' judgment of their children's cognitive ability is important for providing adequate learning environments. This study examined parents' judgment accuracy with 2346 children (M = 8.94 years; 48.3% girls) and their parents (1283 mothers, 426 fathers, and 637 parental pairs). The data were collected between September 2012 and February 2014 in Germany. Latent regression analyses were conducted for the overall sample and by grade (nGrade1&2 = 830; nGrade3&4 = 1516). Characteristics of the child (gender, birth order) and parents (gender, socioeconomic background) were investigated as moderators. Children's cognitive ability explained 34%/25%/37% (overall sample/Grade1&2/Grade3&4) of the variance in parental judgments. Judgments depended more on children's academic achievement than on cognitive ability. Parents judged their son's intelligence more accurately than their daughter's and first-born children more accurately than last-born children. Higher-educated parents showed higher judgment accuracy.

An Eye-Tracking Study on Six Early Social-Emotional Abilities in Children Aged 1 to 3 Years.

The experimental evaluation of young children's socio-emotional abilities is limited by the lack of existing specific measures to assess this population and by the relative difficulty for researchers to adapt measures designed for the general population. This study examined six early social-emotional abilities in 86 typically developing children aged 1 to 3 years using an eye-tracking-based experimental paradigm that combined visual preference tasks adapted from pre-existing infant studies. The aim of this study is to obtain developmental norms in six early social-emotional abilities in typical children aged 1 to 3 years that would be promising for an understanding of disorders of mental development. These developmental standards are essential to enable comparative assessments with children with atypical development, such as children with Profound Intellectual and Multiple Disabilities (PIMD). The participants had greater spontaneous visual preferences for biological (vs. non-biological) motion, socially salient (vs. non-social) stimuli, the eye (vs. mouth) area of emotional expressions, angry (vs. happy) faces, and objects of joint attention (vs. non-looked-at ones). Interestingly, although the prosocial (vs. antisocial) scene of the socio-moral task was preferred, both the helper and hinderer characters were equally gazed at. Finally, correlational analyses revealed that performance was neither related to participants' age nor to each other (dismissing the hypothesis of a common underpinning process). Our revised experimental paradigm is possible in infants aged 1 to 3 years and thus provides additional scientific proof on the direct assessment of these six socio-emotional abilities in this population.

Creativity, theory of mind and loneliness – The links between cognitive and social abilities of school-age children

In this study, we explored the relationships among children's creative imagery abilities, their theory of mind (ToM) and loneliness. A large sample (N = 743) of primary school-age children (M age = 9.3 years, SD = 0.45 years) solved two performance tasks (creative imagery and ToM) and provided self-reported frequencies of feelings of loneliness. We tested the fit of a structural equation model with aspects of creative abilities (creative imagery and fluency) as predictors of ToM and examined the links between ToM and the quality of relationships with peers and the frequency of feelings of loneliness. The obtained relationships indicate a positive association between creative imagery and ToM and a negative link between ToM and feelings of loneliness. Consequently, the indirect effect of “creative imagery – ToM – loneliness” was negative, which suggests that creative imagery might serve as a factor that reduces the feeling of loneliness among children due to their ToM. We discuss the potential consequences of these findings and propose future avenues that could be explored to untangle the mechanisms behind the identified links. Educational relevance and implications statementIn the study, we analysed the relationships among creative abilities, ToM and feelings of loneliness among children of primary school age. Our results show that richer creative imagery is positively associated with abilities to understand others. Moreover, children with advanced ToM feel less lonely at school among peers than those without such levels of ToM. Consequently, we posit that creative imagery might bring some overlooked benefits for children's social functioning, thanks to the role it plays for ToM.

Peningkatan Kemampuan Bahasa Ekspresif Melalui Kegiatan Gambar Ekspresi Bebas Di PAUD

Improving Expressive Language Ability through Expressive Drawing Activities for children aged 5-6 years at PAUD Nurul Hikmah. Thesis. Bekasi: Panca Sakti University Bekasi. 2024. This research aims to determine the increase in expressive language skills of children aged 5-6 years through Free Expression Drawing activities at PAUD Nurul Hikmah. This research uses a classroom action research method that analyzes learning activities that use strategies to achieve the expected increase in learning abilities. The research method used aims to improve children's achievements by improving the learning process gradually during the research. This classroom action research was carried out through a pre-cycle and two cycles with Free Expression drawing activities to improve the expressive language skills of children aged 5-6 years, where each cycle consisted of planning activities, action implementation, observation and reflection. The subjects of this research were group B children with an age range of 5-6 years. The results of the research show that free expressive drawing activities can improve children's ability to express language or what is often known as expressive language ability in children aged 5-6 years at Paud Nurul Hikmah, namely pre-cycle results of 34.17%; cycle I 51.25% and cycle II 80%. The results of this research provide meaning with an increase from pre-cycle to cycle 2, showing that free expression drawing activities can increase the expressive language abilities of children aged 5-6 years by 80%, which shows the success of this action because the minimum completeness criterion is 75%

Pengaruh Kegiatan Kolase dengan Pemanfatan Bahan Alam terhadap Keterampilan Motorik Halus Anak di Taman Kanak-kanak Aisyiyah Koto Baru Maninjau Kabupaten Agam

Early childhood education basically aims to support all aspects of child development. Teachers have various methods to stimulate children's fine motor development. One effective way is to utilise natural materials such as leaves, corals, stones, seeds and coconut pulp. These materials have the potential to be utilised in the creation of many artworks, encompassing collage techniques. The objective of this study was to eval_uate the influence of artistic activities involving natural materials on the refinement of children's fine motor skills at Aisyiyah Koto Maninjau Kindergarten in Agam Regency. The study employed a quantitative methodology utilising a pre-experimental design, specifically a one-group pretest-posttest strategy. The study showcased the efficacy of utilising natural materials in collage to enhance children's fine motor abilities. The post-test findings showed that collage using natural leaves was beneficial. The comprehensive study revealed an average N-Gain score of 7.87, which was categorised as high. The N-Gain percentage reached 78.7%, indicating a significant level of effectiveness. In conclusion, collage activities utilising natural materials proved effective in improving children's fine motor skills.

Assessment and Prognostic Resources for Gross Motor Development in a Child with Cerebral Palsy Related to Congenital Zika Syndrome.

This article describes how the Gross Motor Ability Estimator (GMAE) software can provide important information based on the Gross Motor Function Measure (GMFM)-66 score of a child with congenital Zika syndrome.A child was assessed at 9, 17, and 25 months of age through the GMFM-66. At 2 years, the child's gross motor ability was estimated and classified according to the Gross Motor Function Classification System (GMFCS).At 2 years of age, the child in this case required assistance to roll and was unable to maintain antigravity trunk posture in sitting position, typical abilities of GMFCS level V.GMAE can be useful to guide health professionals that care for children with lifelong physical and developmental care needs. This is the first study that demonstrated how to use the GMAE in this specific population.

Peranan Guru Pendidikan Agama Islam terhadap Self Control Peserta Didik di SD Negeri 1 Tanah Luas

Students' personal and character development relies heavily on education. An important aspect of education is the development of self-control, which is the foundation for a child's ability to control their emotions, behave appropriately, and make educated decisions. Students' academic and social success are significantly impacted by self-control, which is a key indicator of long-term success. The point of this exploration is to figure out how the impact of Islamic strict training instructors at SD Negeri 1 Tanah Luas has on understudies' discretion. The objects of this examination are: understudies of SD Negeri 1 Tanah Luas. The supporting hypothesis utilized for restraint is the hypothesis of M. Nur Ghufron and Rini Risnawita S, in their book Mental Hypotheses, Cet. The 3rd. This exploration is subjective examination with a distinct methodology, the examination information sources comprise of essential information sources (school head, class educator, PAI instructor and most significant level understudies at SD Negeri 1 Tanah Luas) and optional information sources (writing). Information assortment through perception, meetings and documentation. Information from research interviews were examined utilizing information examination procedures which were brought out through information decrease, information show and afterward reaching determinations. The aftereffects of the exploration reason that: (1) the job of Islamic Strict Training educators in expanding understudies' poise at SD Negeri 1 Tanah Luas is partitioned into a few structures: (a) Conduct Control (b) Mental Control (c) Decisional Control, which is then expressed in This job is exemplified by strict exercises, for example, congregational supplications and Al-Qur'an tadarus, religions, and other strict exercises which are regularly done by all understudies, educators and instruction staff and are planned by plan (2) Supporting variables for Primary School Islamic Strict Schooling Educators Negeri 1 Tanah Luas in its endeavors to build understudies' restraint incorporates support from school directors, staff and representatives, guardians, as well as joint effort between Islamic Strict Schooling instructors and other grade school teachers. One nation has a huge area. The purpose of this study is to provide readers with an understanding of the significance of strict Islamic education in developing students' self-control and preventing students' ethical losses, as well as providing educators with a perspective for teaching and gaining experience.

Capturing the Heterogeneity of Word Learners by Analyzing Persons.

Accurately capturing children's word learning abilities is critical for advancing our understanding of language development. Researchers have demonstrated that utilizing more complex statistical methods, such as mixed-effects regression and hierarchical linear modeling, can lead to a more complete understanding of the variability observed within children's word learning abilities. In the current paper, we demonstrate how a person-centered approach to data analysis can provide additional insights into the heterogeneity of word learning ability among children while also aiding researchers' efforts to draw individual-level conclusions. Using previously published data with 32 typically developing and 32 late-talking infants who completed a novel noun generalization (NNG) task to assess word learning biases (i.e., shape and material biases), we compare this person-centered method to three traditional statistical approaches: (1) a t-test against chance, (2) an analysis of variance (ANOVA), and (3) a mixed-effects regression. With each comparison, we present a novel question raised by the person-centered approach and show how results from the corresponding analyses can lead to greater nuance in our understanding of children's word learning capabilities. Person-centered methods, then, are shown to be valuable tools that should be added to the growing body of sophisticated statistical procedures used by modern researchers.

Reading Comprehension and Linguistic Abilities of Children with and without Specific Learning Difficulties: Theoretical and Educational Implications

The aim of the present study has been to investigate reading comprehension (RC) of children with specific learning difficulties (SLD), considering linguistic factors, such as receptive vocabulary, morphosyntax, and pragmatics (i.e., figurative language). Participants included 90 students (9–12 years old; Μyears = 10.8, SD = 0.95), 45 with SLD and 45 typically developing (TD) controls, matched on age, gender, and non-verbal cognitive ability. Results indicated that students with SLD had significantly lower performance on RC and across all linguistic measures compared to TD peers. Scores of the figurative language comprehension task predicted RC for TD children, whereas morphosyntactic ability emerged as a unique predictor of RC for SLD children. The two groups utilize distinct linguistic resources in their effort to extract meaning from written texts. The differentiated language profile of children with SLD suggests the implementation of differentiated educational assessment and intervention practices, which are discussed.

CO-OP Approach With Children and Youth With Executive Function Deficits After Acquired Brain Injury: A Qualitative Study of Care Partners' Involvement.

Care partners' involvement is a key feature of the Cognitive Orientation to daily Occupational Performance (CO-OP) approach that can enhance rehabilitation outcomes and promote the generalization and transfer of strategies and skills to everyday life. Gaining insight into care partners' experience with their child's CO-OP intervention is critical to understanding how to enhance care partners' involvement. To gain insight into the experience of care partners whose child with acquired brain injury (ABI) participated in CO-OP intervention. A qualitative descriptive research design was used. Semistructured interviews were conducted at three time points (immediate postintervention and at 2 and 6 mo postintervention). Two rehabilitation centers. Thirteen care partners of 12 children or youth with severe ABI. Three themes emerged from the analysis of 33 interviews: (1) The child is an active agent in their therapy, (2) the care partner is the keystone who helps solidify the elements of CO-OP, and (3) CO-OP mastery requires time and practice, and its use evolves over time. These themes highlight the progressive nature of proficiency in CO-OP for both care partners and children. This was evident not only in the children's improvement in task performance, but also in their ability to problem solve. Care partners' role in supporting the CO-OP approach also unfolds over time as their confidence in their child's problem-solving abilities, and in their own ability to adequately provide guidance, increases. Engagement seems to be central in facilitating this progression for both children and their care partners. Plain-Language Summary: This is the first study to provide insights into the involvement of care partners in the Cognitive Orientation to daily Occupational Performance (CO-OP) approach for children and youth with executive function deficits after acquired brain injury. This is also the first study to explore the evolution of care partners' experiences over time. Involving care partners is a key feature of the CO-OP. Understanding care partners' experiences with their child's CO-OP intervention can improve a child's rehabilitation outcomes. The study found that care partners' role in supporting their child's CO-OP approach improved over time as their confidence in their child's problem-solving abilities increased. The care partners' own ability to adequately provide guidance to their child also increased over time. Engagement seems to be central in facilitating this progression for both children and their care partners. It is hoped that occupational therapists will consider the findings of this study to better support care partners in implementing the CO-OP approach with their child in their real-life context.

Pemanfaatan Media Pasir Untuk Meningkatkan Kemampuan Menulis Anak Usia 5-6 Tahun

This research aims to improve the pre-writing skills of early childhood by using sand media. The research method used is the classroom action research (PTK) method which is carried out in stages, namely planning, taking action, observing and analyzing or reflecting. The subjects of this research were 15 children aged 5-6 years in one of the schools in the city of Jakarta. Sand media was chosen because it has a texture and properties that can stimulate children's motor sensors and is expected to help children develop pre-writing skills. The results of the research show that children's writing skills in the initial conditions and cycle I have not reached the performance indicators. The results of research in the second cycle show that the use of sand media can significantly improve children's pre-writing abilities, as seen from the increase in accuracy and neatness and the shape of the letters they make. Thus, sand media can be used as an effective alternative in learning pre-writing in early childhood education.

Dry Powder Inhaler Use in Primary School Aged Children with Asthma: A Systematic Review

ObjectiveAsthma is the most common chronic disease in children. Dry powder inhalers (DPI) are effective for medication delivery in adults and adolescents, and provide a lower environmental footprint and more portability when compared to metered dose inhaler (MDI) with spacer. They require specific technique, and it is necessary to ascertain whether they can be used in younger age groups. We aimed to assess evidence regarding whether primary school aged (5–11 years) children can use DPI with adequate technique both during stable and acute asthma.DesignOvid MEDLINE, Embase and PubMed were searched for studies assessing DPI use in children aged 5–11 years with asthma or wheeze. Results of studies were synthesised by study design and outcome measure.ResultsThirty-eight studies were identified for analysis. These were analysed in three groups: (1) 25 studies assessing children's ability to use DPI by peak inspiratory flow measurement, (2) 10 studies assessing children's ability to use DPI by physician assessment, and (3) three studies measuring efficacy of DPI compared to gold standard (MDI with spacer). Five studies included children during acute exacerbations.ConclusionThe majority of primary school aged children have the ability to use a DPI with adequate training, support and practice. Some younger children may have difficulties, and clinician assessment and ongoing review is crucial in determining which children are likely to benefit from a DPI. Consistent correct use and adherence remains a challenge, but this is also an issue with MDI plus spacer and does not appear to be significantly worse with DPI. Evidence of the use of DPI during acute illness is limited, and more studies are required in this setting.

Unintentional poisoning exposures: how does modeling the opening of child-resistant containers influence children's behaviors?

Unintentional poisoning in the home is a risk for children. Over-the-counter medicinal products in child-resistant containers (CRC) are common causes of pediatric poisoning. The current study examined children's abilities to open three types of CRC mechanisms (twist, flip, and push) and corresponding control containers, comparing their ability to do so spontaneously and after explicit modeling. The study also examined if inhibitory control (IC) was associated with children's overall score for spontaneous openings. Children 5-8 years old were randomly assigned to one of three mechanism conditions (between-participants factor): twist, flip, and push, with each child experiencing both a risk and a control container (within-participants factor) having that mechanism. Children were first left alone with a container (measures: engagement with container, spontaneous opening) for up to 2 min and subsequently observed an adult explicitly model opening the container before the child was asked to do so (measure: opening after modeling). Children were more engaged with and likely to spontaneously open control containers than CRCs, though some (4%-10%) also opened CRCs. After modeling, significantly more children opened each of the three types of CRCs, with nearly all children opening the push mechanism CRC. IC positively predicted children being more engaged with and spontaneously opening more containers. Implications for improving pediatric poison prevention are discussed.

Augmented Reality Animal Recognition Game: Enhancing Early Childhood Learning through Interactive Picture Guessing

This research focuses on developing an interactive learning game, "Guess the Animal Picture," which utilizes augmented reality (AR) technology to help young children learn animal names in an engaging and effective manner. Traditional educational media, such as books or picture cards, often lack interactivity and fail to sustain children's attention over time. To address this issue, this study employs the 4D development method, which encompasses four stages: Define, Design, Develop, and Disseminate. In the Define stage, a needs analysis was conducted by examining early childhood education curricula, interviewing teachers, and observing challenges children face in learning animal names. The Design stage involved creating a game that integrates appealing visual elements, interactive sounds, and simple yet educational game mechanics, all enhanced by AR features that bring animals to life. During the Develop stage, a prototype was tested with a group of children to gather feedback, leading to further refinement of the game. Finally, in the Disseminate stage, the game was distributed to schools and early childhood education institutions, with training provided to teachers to optimize the game's use in educational settings. The results indicate that the "Guess the Animal Picture" game significantly improves children's ability to recognize and name animals while boosting their motivation to learn. Teachers and parents provided positive feedback, appreciating the game as an interactive and valuable learning tool. The study concludes that interactive, technology-based learning games, especially those incorporating AR, offer an effective solution for delivering a more engaging and efficient learning experience to young children