1. Introduction

With the rapid development of information technology, digital media has become an important tool in the field of education, especially demonstrating its unique value in English teaching for preschool children. Bandura’s observational learning theory suggests that young children are good at imitating others and can learn through direct and indirect experiences. Therefore, Bandura emphasizes the model demonstration effect [1]. The preschool stage is a critical period for language learning, and the application of digital media can not only stimulate children’s interest in learning, but also help improve teaching efficiency and quality. This paper aims to analyze the current use of digital media in English teaching for preschool children, investigate its impact on teaching effectiveness, identify practical challenges, and propose solutions. In particular, it begins by introducing the integration of digital media with educational technology theory, outlining the classification of digital media tools and the design principles for English teaching in preschool settings. Then, it shows the practical application of digital media via case studies in various teaching environments, including collective teaching, regional activities, and home-based learning. In the discussion section, the paper analyzes the use of digital media tools, their impact on teachers' instructional strategies, and the acceptance and interactivity of preschool children, as well as the advantages and limitations of digital media in English teaching. Given the significance of digital media in education, the paper also addresses technical issues, teacher training needs, and the use of multimedia in home settings, offering a series of strategies to address these challenges. As such, it provides valuable insights for educators and policymakers by offering suggestions and forward-looking perspectives on the future development of digital media in early childhood English education.

2. Overview of Digital Media in English Teaching for Preschool Children

2.1. Digital Media and Educational Technology Theory

Digital media refers to communication media encoded in digital form, including various forms such as text, images, audio, and video. In the field of educational technology, digital media is regarded as an innovative teaching tool that combines multimedia elements such as text, images, sound, and video to enhance the learning experience. The application of digital media is based on constructivist learning theory, emphasizing that learners construct knowledge via interaction with the environment. In preschool English teaching, digital media offers rich audiovisual input that supports children's language acquisition and cognitive development. This multimodal learning approach not only stimulates children’s interest in learning, but helps them understand language in practical situations. Through interactive digital tools, children are able to explore freely, engage in role-playing and creativity, thereby consolidating their language skills in practice.

2.2. Classification of Digital Media Tools

Digital media tools can be categorized based on their functions and contexts of use [2]. Interactive tools, such as Interactive Whiteboards (IWBs), enhance the learning experience by fostering interactivity, enabling teachers to present content and engage with students in real-time, thereby improving participation and comprehension. Social media tools, including blogs, wikis, social tags, bookmarks, and social networks, primarily facilitate collaboration, communication, and knowledge sharing among students. Collaborative creation tools, such as Google Docs, enable students and teachers to edit and refine content together, thereby enhancing the effectiveness of collaborative learning. Image and video-sharing platforms, such as YouTube, assist educators by incorporating visual content to clarify complex concepts and enrich instruction. Video conferencing tools, such as Zoom and Google Meet, have become essential in remote and blended learning environments, particularly during the pandemic, facilitating continuous virtual interaction between teachers and students [3]. The versatility and adaptability of these digital media tools offer significant potential to advance educational practices, enhance instructional methods, and ultimately improve teaching outcomes.

2.3. Design Principles and Trends of English Teaching for Preschool Children

The design principles for teaching English to preschool children encompass age-appropriateness, engagement, diversity, and accessibility. These principles ensure that the teaching approach is suitable for young learners, fosters active participation, accommodates diverse learning styles, and is accessible to all children. In his book Multimedia Learning, Richard Mayer outlines seven design principles for multimedia instruction based on his research. The first, the multimedia principle, posits that students learn more effectively when both words and pictures are used together, rather than relying on words alone. When words and images are presented together, students have the opportunity to form psychological models of language and images and establish connections between the two. When only presenting words, students can establish a psychological model of language, but it is difficult to establish a psychological model of images and establish a connection between the two models [4]. The principle of spatial proximity suggests that presenting related words and images together on a page or screen enhances learning, as it is more effective than presenting them separately. When words and images are placed close to each other, learners do not need to expend cognitive resources searching for them, making it easier to retain both in short-term memory simultaneously [5]. Meanwhile, the principles of consistency and redundancy respectively hold that students learn better when irrelevant materials are excluded rather than included, and that learning presentation materials composed of animation and commentary can achieve better results than learning presentation materials composed of animation, commentary, and screen text. When both images and language are presented visually, such as in the case of animations and text, the visual channel can become overloaded [4]. The current trend shows an increasing adoption of gamified learning, personalized learning pathways, and interdisciplinary integration in educational practices. Besides, with the development of technology, emerging technologies such as augmented reality (AR) and virtual reality (VR) are also being explored to enhance the learning experience.

3. The Application of Digital Media in English Teaching for Preschool Children

3.1. The Application of Digital Media in English Collective Teaching for Preschool Children

In teaching environments, digital tools like interactive whiteboards and multimedia software are used to capture attention and boost engagement. These tools enable teachers to display dynamic visuals, create interactive games, and give instant feedback, boosting classroom interactivity and enjoyment. Unlike traditional methods, digital media broadens teacher-student interactions beyond blackboards, Q&A, and basic games. The Seewo Whiteboard 5 platform offers features like a math whiteboard, screen mirroring, magnifier, and spotlight, enhancing interaction. For instance, teachers can use the spotlight to reveal parts of an animal image gradually, prompting students to guess, “What’s this? Can you guess?” This interactive approach makes vocabulary learning engaging and adds a sense of mystery to capture students' interest [6]. Furthermore, screen mirroring tools greatly enhance interactive sessions. In traditional classrooms, displaying student work relies on physical platforms, but with the Seewo Whiteboard, teachers can quickly project students' work and provide real-time feedback. This approach helps students understand their strengths and weaknesses, while enabling teachers to offer timely, accurate feedback, improving teacher-student interaction [7]. Some educational institutions integrate audio, video, and PowerPoint slides to enhance interaction. Multimedia technology pairs English words with images, employs audio for pronunciation, and incorporates video for dialogue, creating a relaxed learning environment for young children. Teaching animations and custom educational games, such as magnetic letter blocks and computer game software in the EasyBel International Preschool English program, showcase multimedia innovation in early childhood English education. For instance, the Quizlet vocabulary tool, widely used among young Arab students, enhances vocabulary recognition, especially in academic contexts. However, while vocabulary improves, self-regulated learning shows minimal change, highlighting the importance of device selection and the challenge of promoting self-regulated learning in digital education [8].

3.2. The Application of Digital Media in English Regional Activities for Preschool Children

In regional activities, digital media tools can be tailored to children’s interests and learning needs. For example, language stations can feature audiobooks and interactive games, math stations can include counting and sorting games, and art stations can offer digital drawing and creation software. BELLA’s arithmetic tasks aim to help preschool children develop basic mathematical skills through participation and interactive activities. A notable example is the blueberry counting task, where children are prompted to place a specific number of blueberries on a plate. During the task, mouse characters on the screen act as guides, offering feedback. If the child completes the task correctly, the mouse cheers and provides positive reinforcement. If not, the mouse shakes its head and gives an error signal. This type of task aims to help children practice early counting skills and understand the concept of quantity. Using visual aids and interactive elements such as blueberries and mouse characters can help maintain children's attention and increase engagement. The real-time feedback provided by the mouse character is crucial for enhancing learning and guiding children to find the correct answers. In addition, the tasks are timed, with a cheese wheel serving as the timer, adding a challenge element and helps children develop time management skills while completing arithmetic tasks. This gamified approach makes children,s learning interesting and motivating, encouraging them to practice arithmetic skills in a pleasant environment [6].

3.3. The Application of Digital Media in English Family Teaching for Preschool Children

In the home environment, digital media provides parents with a wide range of tools to effectively support their children's English learning. These tools include online courses, educational apps, and interactive storybooks, which not only enhance the interactivity of learning but also make it more enjoyable. And parents can use these resources to create a more interactive and creative learning experience with their children. The flexibility of digital media removes the limitations of time and place, allowing both parents and children to freely choose learning content and formats according to their schedules, fostering a more autonomous learning process.

Many educational apps also feature parental monitoring and feedback functions, enabling parents to track their children's learning progress in real time. Parents can stay informed about their child's performance and provide personalized guidance. For example, some apps generate detailed learning reports that analyze the child's proficiency in vocabulary, grammar, listening, and speaking. This transparency not only increases parental involvement but also helps parents offer targeted support and intervention based on their child's specific needs. Furthermore, digital media provides parents with abundant teaching resources, allowing them to design a variety of learning activities. For instance, parents can select topics related to their child’s interests from online platforms and design creative games or activities to stimulate the child's learning enthusiasm and motivation. This digital support in the home environment not only improves children's language comprehension and expression abilities but also fosters their independent learning and proactive exploration. Research shows that the use of digital media in the home environment can significantly enhance children's learning outcomes, allowing them to explore and practice in a relaxed and enjoyable atmosphere, thereby promoting the overall development of their English skills.

4. Challenges and Coping Strategies in Digital Media Applications

4.1. Technical and Resource Issues

In early childhood English teaching, multimedia technology faces two major challenges: reliable equipment and suitable resources that align with children's cognitive levels and interests. The use of digital media tools in English teaching for preschool children shows that these tools can greatly enrich teaching content and improve learning efficiency. For example, the integration of digital resources and instructional design not only enhances classroom interactivity but also effectively stimulates students' interest in learning, improving teaching effectiveness. Digital media tools such as interactive tools, social media platforms, collaborative creation tools, and image and video sharing tools are used to enrich teaching content, support collaborative learning, enhance student participation, and stimulate students’ interest in learning. For example, interactive whiteboards are widely used in classrooms to improve students’ learning participation and help them better understand course content in visual and interactive environments. In addition, social media tools such as social networks, blogs, and collaborative editing tools provide new ways of communication for students and teachers, making classroom interactions more vivid and real-time. Video sharing and conferencing tools have supported remote learning, expanding teaching beyond traditional physical classrooms. The flexible use of digital media tools in teaching not only enhances students’ learning experience but boosts their self-learning abilities and information literacy [9].

4.2. Teacher Training and Usage Issues

Teachers play a key role in the implementation of multimedia teaching, but they may face issues such as insufficient skills or outdated teaching concepts when using multimedia technology. Some teachers view digital resources merely as tools to enhance convenience or appeal, overlooking their specific role in achieving teaching goals. At times, they mistakenly see these resources as tools for innovation rather than for enhancing teaching quality. Teachers may also fall into rigid routines with digital resources, strictly following set formats and lacking personalized creativity and freedom [10]. This can stifle teachers’ creativity, impacting education quality. Digital resources require time and effort for tool mastery and managing online communication, leading to burnout. Some teachers may overestimate these tools, expecting them to solve all teaching issues, while overlooking their role as supplements to traditional methods. During digital teaching, teachers often focus more on the teaching content itself and neglect the educational functions of nurturing students, such as moral education, interaction between students, and the development of teamwork. Many digital resources focus on information transmission and memorization, lacking the capacity to foster critical thinking and problem-solving, which limits students' growth. Strengthening multimedia training and updating teaching concepts are essential for effective classroom technology use. Digital media has significantly impacted teaching, thus encouraging innovative approaches like online and blended learning to meet digital-age demands. These tools enrich teaching resources and methods, enabling teachers to create more interactive and engaging learning environments both in and outside the classroom. For example, interactive whiteboards offer teachers a dynamic platform to present multimedia content, enhancing student engagement. Moreover, the integration of digital media has revolutionized teaching methodologies and facilitated the development of autonomous learning. It is found that digital tools like Quizlet and interactive whiteboards promote independent vocabulary and self-regulated learning, improving vocabulary and comprehension skills [9].

4.3. Home Environment and Children Exposure Time

The media exposure time of children in the family environment is influenced by various factors, including the media ecology of the family and the way parents use it. Background television is considered to have a negative impact on children’s attention and emotional control, as it reduces the quality of games and the time for parent-child interaction. Frequent smartphone use by parents can lead to the “stagnant face” phenomenon, affecting children's learning and emotional development. The way multimedia is used and the amount of time spent on it in the home environment directly impacts educational outcomes [11]. Thus, parents and teachers need to cooperate, plan children's media exposure time reasonably, avoid excessive dependence, and ensure the positive role of multimedia in the learning process. Preschool children usually have a high acceptance of digital media and can quickly adapt and participate in multimedia teaching activities. The use of interactive whiteboards and other devices can effectively attract children’s attention, promote participation, especially in highly interactive activities, and further enhance their interest in learning. In addition, research has shown that the presentation of content can also affect the acceptance of digital media by preschool children. Interactive content and dynamic visuals, such as animations and games, can enhance engagement and help children better understand and retain key concepts. When designing digital media, attention should be paid to interactivity and visual effects to meet the learning needs of preschool children [12].

5. Conclusion

This study analyzes the application of multimedia technology in early childhood English education and finds that it offers significant teaching advantages, effectively enhancing learning outcomes and sparking children’s interest in learning. Nevertheless, challenges such as technical issues, resource shortages, and insufficient teacher training persist during implementation. Thus, it is recommended that educational institutions focus on developing and integrating multimedia teaching resources, improving teachers’ multimedia application skills, and managing children’s media exposure time in the home environment. In the future, as information technology evolves, the use of multimedia technology in early childhood English education will advance further. Emerging technologies such as VR and AR will provide children with more immersive and interactive learning experiences. The introduction of personalized learning programs and intelligent teaching assistance systems will enable multimedia teaching to more precisely address the unique learning needs and characteristics of each child. This development will not only improve children’s language skills but support their overall cognitive growth, fostering innovation and transformation in English education.