This study indicatively integrates the Analytic Hierarchy Process (AHP) and Fuzzy Comprehensive Evaluation (FCE) model to systematically evaluate language courses in kindergartens, addressing the subjective ambiguity and multidimensional weighting challenges inherent in early childhood education assessment. Through a rigorously validated indicator system and empirical data from 30 classrooms, results demonstrate that language courses significantly enhance vocabulary understanding (C11: 85.2) and oral fluency (C21: 89.5), yet reveal critical gaps in logical expression (C42: 62.3). The proposed model achieves 92% consistency with expert validation, offering educators a quantifiable tool for curriculum optimization.
Schachner JN, Sorensen K, Mashburn AJ, 2022, Language Environments and Speech Development in Preschool Classrooms: A Meta-Analysis. Early Childhood Research Quarterly, 2022(61): 1–12.
Anthony JL, Hsieh YY, O’Connor RE, 2023, Multidimensional Assessment of Oral Language Skills in Early Childhood. Journal of Educational Psychology, 115(2): 256–271.
Sundqvist P, Levlin M, Norlund Shaswar A, 2022, Social Communication Assessment Tools for Preschoolers. Language, Speech, and Hearing Services in Schools, 53(2): 523–538.
Anthony JL, Hsieh YY, O’Connor RE, 2023, Multidimensional Assessment of Oral Language Skills in Early Childhood. Journal of Educational Psychology, 115(2): 256–271.
Schachner JN, Sorensen K, Mashburn AJ, 2022, Language Environments and Speech Development in Preschool Classrooms: A Meta-analysis. Early Childhood Research Quarterly, 2022(61): 1–12.
Mouroutsou S, 2023, Fuzzy AHP for Evaluating Early Childhood Education Quality Indicators. Fuzzy Sets and Systems, 2023(458): 92–110.
Kabir G, Sumi RS, 2024, Fuzzy Model Integration for Educational Quality Assessment. Journal of Applied Research in Higher Education, 16(1): 210–225.
Sun X, Li H, 2024, Cognitive-linguistic Interactions in Kindergarten Curriculum Design. Early Education and Development, 35(1): 1–20.