Abstract
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.
Résumé
Lorsque le récit d’histoires est combiné à des activités ludiques, il peut constituer un stimulus efficace d’alphabétisation en jeune enfance. La présente étude a examiné les effets d’une approche structurée de la narration d’histoires sur le développement de compétences en litératie et numératie chez de jeunes enfants. Trois classes de deux maternelles publiques ont participé à une étude expérimentale menée auprès de 62 enfants âgés de 5 à 6 ans. Chaque classe a été affectée à l’une de trois conditions expérimentales. Dans une classe, les enfants ont participé à leurs activités de litératie habituelles. Dans une deuxième classe, le développement de la litératie était soutenu par la narration d’histoires et associé à des activités de jeu, tandis que dans la troisième classe, les enfants ont participé à des récits d’histoires et à des activités informatisés. Les résultats ont été évalués par des tests de compétences préscolaires en litératie et numératie avant et après l’intervention de 6 semaines. Les résultats montrent que les deux conditions expérimentales de récits d’histoires ont significativement amélioré les compétences des enfants en matière de litératie et numératie. Des activités structurées de narration d’histoires constituent un moyen viable et précieux d’améliorer la litératie et la litératie numérique en éducation de la petite enfance.
Resumen
La incorporación de cuentos en las actividades lúdicas puede brindar un estímulo efectivo en la educación de lectoescritura en niños de preescolar. El presente estudio investigó los efectos de un método estructurado de cuentos en el desarrollo de habilidades de lectoescritura y lectoescritura digital en niños pequeños. Tres clases de dos grupos de kínder en instituciones públicas participaron en un estudio experimental que incluyó 62 niños en edades entre 5 y 6 años. A cada salón de clase se le asignó una de las tres condiciones experimentales. En un salón de clase, los niños participaron en sus actividades normales de lectoescritura. En el segundo salón de clase, el desarrollo de lectoescritura se apoyó en actividades de cuentos, mientras que en el tercer salón de clase los niños participaron en actividades de cuentos digitales. Los resultados de la intervención fueron evaluados mediante pruebas de habilidades de lectoescritura temprana y de lectoescritura digital antes y después de la intervención de seis semanas. Los hallazgos mostraron que ambas condiciones experimentales mejoraron significativamente las habilidades de lectoescritura y lectoescritura digital de los niños. Las actividades estructuradas que incorporan cuentos brindan una forma viable y valiosa para mejorar la lectoescritura y lectoescritura digital en la educación infantil temprana.
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Appendices
Appendix 1
Scoring rubric for Early Literacy Assessment
Key Skill | Description | 0 Point | 1 Point | 2 Points | 3 Points | 4 Points | |
|---|---|---|---|---|---|---|---|
1 | Name writing | Write first name (/nick name) | Needs help to write first name | Writes first name with a model with some errors | Writes correctly first name with a model | Writes first name correctly without a model | Writes first name correctly without a model, capitalizing first letter |
2 | Alphabet knowledge (1) | Recognize capital letters | Needs help to recognize any letters | 1–5 Letters recognized | 6–15 Letters recognized | 16–25 Letters recognized | 26 Letters recognized |
3 | Alphabet knowledge (2) | Recognize lowercase letters | Needs help to recognize any letters | 1–5 Letters recognized | 6–15 letters recognized | 16–25 letters recognized | 26 Letters recognized |
4 | Phonological awareness | Identify the initial sound of words | Needs help to identify the initial sound of a word | 1–6 Words identified | 7–12 Words identified | 13–18 words identified | 19 Words identified |
5 | Print awareness (1) | Recognize names in written form | Needs help to recognize any friend’s name on the children’s attendance list | 1 name recognized | 2–3 Names recognized | 4–5 Names recognized | 6 Names recognized |
6 | Print awareness (2) | Recognize daily words | Needs help to recognize any word | 1–5 Words recognized | 6–12 Words recognized | 13–19 Words recognized | 20 Words recognized |
Appendix 2
Scoring rubric for Early Digital Literacy Assessment
# | Skill | Description | 0 point | 1 Point | 2 Points | 3 Points | 4 Points |
|---|---|---|---|---|---|---|---|
1 | Cognitive (1) | Plan an event | No response given | Contains information about: what | Contains information about: what and where/when/who | Contains information about: what, who, where, when (3 or 4) | Contains information about: what, who, where, when, how, why |
2 | Cognitive (2) | Read a picture | Needs help to mention anything seen in a picture | Mentions 1-2 things seen from picture(s) with clues | Mentions 1–2 things seen in picture with clues Infers story of a picture | Mentions 3-4 things seen from 2 pictures Infers the story of 2 pictures | Mentions 3-4 things seen from 3 pictures Infers the story of 3 pictures |
3 | Cognitive (3) | Predict an event | Makes an off-topic prediction or gives no response | Makes prediction of logical sequence of picture, given details or clues | Makes prediction of logical sequence of picture | Makes prediction of logical sequence of 2 pictures | Makes prediction of logical sequence of 3 pictures |
4 | Social–emotional (1) | Recognize own identity | Needs help to mention own full name | Mentions own full name | Mentions Own full name Own age | Mentions Own full name clearly Own age Own birthday (d-m-y) | Mentions Own full name clearly Own age Own birthday (d-m-y) |
5 | Social–emotional (2) | Mention conversation rules | Gives no response | Mentions 1 conversation rule | Mentions 2 conversation rules | Mentions 3 conversation rules | Mentions 4 conversation rules |
6 | Social–emotional (3) | Engage in a conversation | Passively responds to questions | Needs reminders to follow all rules of conversation | Needs reminders to follow some of rules of conversation | Needs reminders to follow a few rules of conversation | Follows all rules of conversation: Maintains eye contact Waits for his/her turn to speak Asks correctly (stays in topic) Responds correctly (stays in topic) |
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Maureen, I.Y., van der Meij, H. & de Jong, T. Enhancing Storytelling Activities to Support Early (Digital) Literacy Development in Early Childhood Education. IJEC 52, 55–76 (2020). https://doi.org/10.1007/s13158-020-00263-7
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DOI: https://doi.org/10.1007/s13158-020-00263-7