This study aims to examine the effect of English posters on vocabulary acquisition
in early childhood, with a particular focus on a two years old child as the research
subject. English posters are widely used in early childhood education settings due
to their ability to present vocabulary in a visual, contextualized, and engaging
manner. The main objective of this study was to determine the extent to which
repeated exposure to such visual media can support children's receptive and
expressive vocabulary development from an early age. This study used a descriptive
qualitative approach with a single subject experimental design. Data were collected
over one week through structured observations, vocabulary checklists and
documentation of children's verbal behaviour during learning sessions using
English-themed posters. The posters covered basic vocabulary such as names of
animals, numbers, colours, fruits, and everyday objects, accompanied by attractive
illustrations and clear English writing. The results showed progressive
improvement in children's ability to recognize and respond verbally to English
vocabulary. Children showed development in receptive skills through appropriate
word recognition based on visual stimulus, as well as improved expressive skills
characterized by spontaneous word mention and speech imitation. The findings
suggest that English posters are an effective visual learning medium in supporting
early childhood vocabulary acquisition through indirect but meaningful exposure
in a familiar learning environment.