<![CDATA[This study examines the effectiveness of introducing the concept of chemical elements and the periodic table to early childhood through visual representations in the form of images of familiar everyday objects. A quasi-experimental design with pre-test and post-test was employed to measure changes in children’s conceptual understanding of chemical elements. The sample consisted of 30 children aged 4–5 years who were randomly selected from several kindergartens in Metro City. Data were collected through direct observation of children’s verbal and non-verbal responses, simple picture-based tests of element recognition, and structured interviews with accompanying teachers. The data were analyzed descriptively by comparing pre-test and post-test scores, which showed an increase in the average score from 45 to 75 and an increase in the proportion of children who correctly recognized elements from 20% to 60%. These findings indicate that using images of everyday objects, such as water, salt, and iron, helps children link chemical symbols and element names with concrete objects in their surroundings, thereby reducing the cognitive load of understanding abstract concepts. The results are consistent with constructivist theory and previous studies on the effectiveness of contextual visual media in early childhood science learning, and they demonstrate that a visual approach to the periodic table can be meaningfully implemented at the pre-school level.]]>
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