This paper contributes to the contemporary focus on literacy and digital stories in early childhood education and care (ECEC) institutions. When a group of young children create an animated story together, they might collaborate, both with their peers and with their teacher. By drawing on social semiotic multimodal perspectives as the theoretical framework, the purpose of this paper is to describe and explore how different modalities and narrative devices contribute to the development of an animated story created by six children (aged 4-5 years) and a teacher in collaboration. The study is a qualitative case study, focusing on contemporary events in a Norwegian kindergarten. The empirical material consists of video-recorded field observations of the process as well as the final product. Through an inductive exploration of the development of verbal narrative, three analytical strands are identified: i) verbal narrative in the final product, ii) multimodal narrative in the final product, and iii) narrative devices applied by the children during the process. The findings demonstrate the importance of including and considering the process, the product, narrative devices and all the modalities—in particular the kineikonic mode—when creating an animated story with young children. An implication of these findings is for ECE teachers and researchers to acknowledge and integrate all the various aspects that contribute to the final product when young children create animated stories.

本文有助于当代关注幼儿教育和护理（ECEC）机构中的识字和数字故事。当一群幼儿一起制作动画故事时，他们可能会与同龄人和老师一起合作。通过将社会符号学的多模态观点作为理论框架，本文的目的是描述和探索不同的模态和叙事手段如何促进六个孩子（4-5岁）和一位老师创作的动画故事的发展协作。该研究是定性的案例研究，重点研究挪威幼儿园的当代活动。经验材料包括对过程以及最终产品进行视频记录的现场观察。通过对言语叙事发展的归纳探索，确定了三个分析链：i）最终产品中的言语叙事； ii）最终产品中的多模态叙事； iii）儿童在此过程中使用的叙事工具。研究结果表明，在与幼儿一起制作动画故事时，包括并考虑过程，产品，叙事设备和所有方式（尤其是运动方式）的重要性。这些发现的含义是，当幼儿创建动画故事时，ECE的教师和研究人员应承认并整合有助于最终产品的所有各个方面。iii）儿童在此过程中使用的叙事工具。研究结果表明，在与幼儿一起制作动画故事时，包括并考虑过程，产品，叙事设备和所有方式（尤其是运动方式）的重要性。这些发现的含义是，当幼儿创建动画故事时，ECE的教师和研究人员应承认并整合有助于最终产品的所有各个方面。iii）儿童在此过程中使用的叙事工具。研究结果表明，在与幼儿一起制作动画故事时，包括并考虑过程，产品，叙事设备和所有方式（尤其是运动方式）的重要性。这些发现的含义是，当幼儿创建动画故事时，ECE的教师和研究人员应承认并整合有助于最终产品的所有各个方面。