Abstract
Educators have increasingly adopted formalized approaches for teaching literacy skills in early childhood education. In line with an emergent critique of this approach, the present study investigated the design and effectiveness of a literacy intervention that blended Gagné’s nine events of instructional design with storytelling. Three classes in a public preschool in Indonesia participated in an experimental study involving 45 children, aged 5–6 years. Across 3 weeks, one experimental condition received storytelling activities and a second experimental condition received digital storytelling activities. The control condition received regular literacy classroom activities. Before, and after, the 3-week storytelling intervention, measures of literacy and digital literacy skills were administered to all groups. In the digital storytelling condition, children’s literacy skills increased significantly compared to children in the control condition. Other exploratory data analyses suggested that both types of storytelling activities enhanced digital literacy skills. The findings need to be replicated with an extended series of storytelling activities that involve larger groups of participants.
| Original language | English |
|---|---|
| Pages (from-to) | 371-389 |
| Number of pages | 19 |
| Journal | International Journal of Early Childhood |
| Volume | 50 |
| Issue number | 3 |
| Early online date | 16 Oct 2018 |
| DOIs | |
| Publication status | Published - 1 Nov 2018 |
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Keywords
- UT-Hybrid-D
- Early childhood
- Experimental design
- Literacy intervention
- Literacy skills
- Storytelling
- Digital storytelling
Cite this
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Supporting Literacy and Digital Literacy Development in Early Childhood Education Using Storytelling Activities. / Maureen, Irena Y. (Corresponding Author); van der Meij, Hans; de Jong, Ton.
In: International Journal of Early Childhood, Vol. 50, No. 3, 01.11.2018, p. 371-389.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - Supporting Literacy and Digital Literacy Development in Early Childhood Education Using Storytelling Activities
AU - Maureen, Irena Y.
AU - van der Meij, Hans
AU - de Jong, Ton
N1 - Springer deal
PY - 2018/11/1
Y1 - 2018/11/1
N2 - Educators have increasingly adopted formalized approaches for teaching literacy skills in early childhood education. In line with an emergent critique of this approach, the present study investigated the design and effectiveness of a literacy intervention that blended Gagné’s nine events of instructional design with storytelling. Three classes in a public preschool in Indonesia participated in an experimental study involving 45 children, aged 5–6 years. Across 3 weeks, one experimental condition received storytelling activities and a second experimental condition received digital storytelling activities. The control condition received regular literacy classroom activities. Before, and after, the 3-week storytelling intervention, measures of literacy and digital literacy skills were administered to all groups. In the digital storytelling condition, children’s literacy skills increased significantly compared to children in the control condition. Other exploratory data analyses suggested that both types of storytelling activities enhanced digital literacy skills. The findings need to be replicated with an extended series of storytelling activities that involve larger groups of participants.
AB - Educators have increasingly adopted formalized approaches for teaching literacy skills in early childhood education. In line with an emergent critique of this approach, the present study investigated the design and effectiveness of a literacy intervention that blended Gagné’s nine events of instructional design with storytelling. Three classes in a public preschool in Indonesia participated in an experimental study involving 45 children, aged 5–6 years. Across 3 weeks, one experimental condition received storytelling activities and a second experimental condition received digital storytelling activities. The control condition received regular literacy classroom activities. Before, and after, the 3-week storytelling intervention, measures of literacy and digital literacy skills were administered to all groups. In the digital storytelling condition, children’s literacy skills increased significantly compared to children in the control condition. Other exploratory data analyses suggested that both types of storytelling activities enhanced digital literacy skills. The findings need to be replicated with an extended series of storytelling activities that involve larger groups of participants.
KW - UT-Hybrid-D
KW - Early childhood
KW - Experimental design
KW - Literacy intervention
KW - Literacy skills
KW - Storytelling
KW - Digital storytelling
UR - http://www.scopus.com/inward/record.url?scp=85056289626&partnerID=8YFLogxK
U2 - 10.1007/s13158-018-0230-z
DO - 10.1007/s13158-018-0230-z
M3 - Article
AN - SCOPUS:85056289626
VL - 50
SP - 371
EP - 389
JO - International Journal of Early Childhood
JF - International Journal of Early Childhood
SN - 0020-7187
IS - 3
ER -