Irena Yolanita Maureen|Hans van der Meij|Ton de Jong
Supporting Literacy and Digital Literacy Development in Early Childhood Education Using Storytelling Activities
University of Twente|University of Twente|University of Twente
educators increasingly adopted formalized approaches teaching literacy skills early childhood education line emergent critique approach present study investigated design effectiveness literacy intervention blended gagns nine events instructional design storytelling three classes public preschool indonesia participated experimental study involving 45 children aged 56 years across 3 weeks one experimental condition received storytelling activities second experimental condition received digital storytelling activities control condition received regular literacy classroom activities 3week storytelling intervention measures literacy digital literacy skills administered groups digital storytelling condition childrens literacy skills increased significantly compared children control condition exploratory data analyses suggested types storytelling activities enhanced digital literacy skills findings need replicated extended series storytelling activities involve larger groups participants