Reading and creating books: Bridging the distance from stories to e-stories

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Research Pub Date : 2023-08-05 DOI:10.1177/1476718x231186616

Hellen Vretudaki, Athina Angeli, Panagiota D. Alexiou, Evaggelia Diamantaki

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引用次数: 0

Abstract

The purpose of this study was to investigate the impact of a two-phase intervention programme meant to reinforce comprehension of the structural framework of stories among 92 preschool children (aged 4–6 years) over 4 months. During the first phase, the children were called upon to produce their own original stories following the Story Grammar pattern, while in the second phase, based on their previous training on the structural framework of stories, they were trained to produce digital stories using the web 2 tool StoryJumper. Both phases of the intervention programme included a combination of verbal and visual aids. The quantitative analysis of the data showed that the intervention programme significantly improved children’s ability to comprehend the structural elements of stories and to create organized, comprehensible stories. Following our expectations, the children’s new knowledge on the structure of stories was transferred to their digital creations. The implementation of the intervention programme helped substantive questions emerge about the formation of a multi-level strategy which would effectively support the transfer of knowledge and skills from a traditional to a digital environment through processes that are meaningful for children.

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阅读和创作书籍:弥合从故事到电子故事的距离

本研究的目的是调查旨在加强对92名学龄前儿童（4-6岁）故事结构框架理解的两阶段干预计划的影响年）超过4 月。在第一阶段，孩子们被要求按照故事语法模式制作自己的原创故事，而在第二阶段，根据他们之前对故事结构框架的训练，他们被训练使用网络2工具StoryJumper制作数字故事。干预方案的两个阶段都包括语言和视觉辅助相结合。对数据的定量分析表明，干预方案显著提高了儿童理解故事结构元素和创造有组织、可理解的故事的能力。按照我们的预期，孩子们对故事结构的新知识被转移到了他们的数字创作中。干预方案的实施有助于在制定多层次战略方面出现实质性问题，该战略将通过对儿童有意义的进程，有效支持知识和技能从传统环境向数字环境的转移。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Early Childhood Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.50

自引率

0.00%

发文量

期刊介绍： The Journal of Early Childhood Research provides an international forum for the dissemination of early childhood research which transcends disciplinary boundaries and applies theory and research within academic and professional communities. The journal reflects international growth in research on young children’s learning and development and the impact of this on provision. The journal enjoys a wide readership which includes policy-makers, practitioners and researchers in the intersecting fields of early childhood education and care, with early childhood defined as the years from birth to eight.