Authors

Carol B. Pagaran*
Holabird Academy
Baltimore, Maryland, USA
Email: carolpagaran2122@gmail.com

Regina P. Galigao
Cebu Technological University-Main Campus
Cebu City, Philippines
Email: reginpgaligao@gmail.com

Abstract

This study investigates the utilization of multimedia in instructional materials within the Frog Street curriculum and compares it to similar approaches in early childhood education across various international contexts. Using a qualitative comparative research design, the study explores how multimedia resources enhance teaching and learning in early education, focusing on engagement, literacy development, and socio-emotional growth. The analysis draws from curriculum frameworks and policy documents from the United States, Singapore, Finland, the Philippines, and South Africa. Findings indicate that Frog Street effectively integrates multimedia such as digital songs, videos, and interactive tools to support multisensory learning and differentiated instruction. However, the study also identifies challenges related to teacher capacity, access to digital tools, and contextual adaptability. Comparative insights suggest that while multimedia enhances the cognitive and affective dimensions of learning, equitable implementation requires localized adaptation, professional development, and infrastructure support.

Keywords: Frog Street early childhood curriculum, curriculum frameworks, teacher capacity, access to digital tools, contextual adaptability, data mining

*Corresponding author

DOI: http://doi.org/10.69651/PIJHSS0404523

Recommended citation:

Pagaran, C. B., & Galigao, R. P. (2025). Utilization of Multimedia in instructional materials: A global comparison of the Frog Street curriculum and early childhood education approaches. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 5666-5674. http://doi.org/10.69651/PIJHSS0404523

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