The promise of digital storytelling for kindergarteners: language and technology skills

ABSTRACT

This study aims to investigate the impact of digital storytelling activities on children's language skills, specifically focusing on expressive, receptive, and narrative abilities, as well as their utilization of technological elements in their stories. The study involved 18 children who were enrolled in a public kindergarten classroom, and it employed a mixed-methods design. Over six weeks, the children participated in digital storytelling activities twice a week. Pre- and post-intervention assessments measured children's language skills, and digital stories were evaluated for technical elements. Semi-structured interviews were also conducted to gain insights into the children's experiences. The findings revealed significant improvements in the participants’ receptive, expressive, and narrative skill scores following the six-week digital storytelling intervention. The children expressed high levels of enjoyment and interest in the digital storytelling activities. These results were discussed in relation to existing literature, and the implications of the findings were explored.

KEYWORDS:

• Digital storytelling
• language skills
• narrative skills
• kindergarteners

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Nesrin Işıkoğlu

Nesrin Isikoglu is a professor in early childhood education at Pamukkale University. Her research interests include children's play, language development and technology. She published research articles and book chapters on these topics.

Müzeyyen Güzen

Muzeyyen Guzen is a doctoral candidate at Pamukkale University. She conducted research about digital play addiction tendencies and parental guidance in digital play.