Irena Y. Maureen, Hans van der Meij, Ton de Jong
When storytelling is combined with play-based activities, it can provide an effective stimulus for early literacy. The present study investigated the effects of a structured storytelling approach on the development of young children’s literacy and digital literacy skills. Three classes in two public kindergartens participated in an experimental study involving 62 children, aged 5–6 years. Each classroom was assigned to one of three experimental conditions. In one classroom, the children engaged in their regular literacy activities. In a second classroom, literacy development was supported with storytelling and associated play-based activities, while in the third classroom, children engaged in digital storytelling and activities. Outcomes were assessed by tests of early literacy and digital literacy skills before and after the 6-week intervention. The findings showed that both storytelling conditions significantly enhanced children’s literacy and digital literacy skills. Structured storytelling activities provide a viable and valuable way to enhance literacy and digital literacy in early childhood education. © 2020, Springer Nature B.V.
Department of Instructional Technology, Faculty of Behavioral Management and Sciences, University of Twente, P.O. Box 217, Enschede, 7500 AE, Netherlands; Department of Educational Technology, Faculty of Educational Sciences, Universitas Negeri Surabaya, Kampus UNESA Lidah Wetan, Surabaya, 60213, Indonesia
