Early Childhood Imagineering: A Model for Developing Digital Storytelling

Abstract

The objectives of this research were 1) to synthesize the model of early childhood Imagineering for developing digital storytelling; 2) to establish the model of early childhood Imagineering for developing digital storytelling; 3) to evaluate the model of early childhood Imagineering for developing digital storytelling. The research methodology was divided into three phases: 1) the documents in the Imagineering process, including the LA-OR model process and the stop motion animation process, were synthesized to establish the model of early childhood Imagineering for developing digital storytelling; 2) a model of early childhood Imagineering was established in order to develop digital storytelling; 3) the suitability of the model of early childhood Imagineering for developing digital storytelling was evaluated. The results showed that the model of early childhood Imagineering for developing digital storytelling consisted of the four following steps: 1) L: Leading to Learn consisted of imagination; 2) A: Active Learning consisted of two factors: Designing and Development; 3) O: Opinion Sharing consisted of Presentation; and 4) R: Reflective Thinking consisted of two factors: Improvement and Evaluation. According to an evaluation from experts, it was shown that the experts strongly agreed on the development model of early childhood Imagineering for developing digital storytelling.

‘A double-edged sword?’ Digital storytelling for early childhood education: Vietnamese teachers’ beliefs and practices

“…This can be done through partnerships with community organizations, grants, or other funding opportunities. Teachers should also be mindful of the potential for digital technology to widen existing gaps in achievement and access (Jitsupa et al, 2022;Yasar-Akyar et al, 2022). For example, students from low-income families may not have access to the same quality of technology or internet connection as their peers.…”

“…The study also showed that the digital stories created by the teacher candidates reflected the students' daily activities, making the learning experience more relevant and meaningful. In another study, Jitsupa et al (2022) revealed that using digital storytelling to teach geometry to culturally diverse kindergarten students was an effective teaching method. Other results portrayed that digital storytelling provided an engaging and interactive learning experience that helped students understand mathematical concepts in a fun and meaningful way (Buyukkarci & Muldur, 2022).…”