Teachers’ pedagogical strategies when creating digital stories with young children

The study investigates what type of pedagogical strategies kindergarten teachers use when creating digital narratives together with the children. The research question is: What type of pedagogical strategies are used by two kindergarten teachers when creating technology-mediated narratives with a group of children?

The results show that the kindergarten teachers’ use of different pedagogical strategies is important for both the process and the product. These strategies are: 1) Inviting the children to partake in dialogue, 2) explaining the practical work, 3) instructing the children. The teachers’ communication with the children is characterised by an encouraging tone. The researchers believe these results contribute to knowledge about how kindergarten teachers can involve children in technology-mediated processes.

The data material consists of video observations of two groups, with a kindergarten teacher and six children (four to five years old) in each of the groups. Each group was observed while they created a digital narrative together. Prior to the observation period, the teachers were trained by the researchers on how to create digital narratives. In addition to observations, the data material consisted of interviews with kindergarten teachers.

Undheim, M. & Jernes, M. (2020). “Teachers’ pedagogical strategies when creating digital stories with young children”. European Early Childhood Education Research Journal, 28(2):256-271.