Abstract
"Abstract: In Romania, the curriculum for mother tongue education for grade three and four of primary school defines spoken and written text production in various communication situations as a general educational requirement and competence. (see the curriculum for competence-based teaching of the mother tongue approved by Ministerial Decree No. 5003 of 4 December 2014. Hungarian Language and Literature, grade three and four). This experimental study examines the impact of digital storytelling on children’s text production skills. Our aim was to design an interventionprogramme that develops primary school children’s selfexpression, text production skills, creativity but also their digital competencies. The goal is to use digital storytelling to develop children’s composition skills, including staying on the subject, creating the connection between title and content, spelling, text appearance, and reaching the desired length. In order to achieve our objective, we devised experiments involving two cohorts of children in year four of primary school who were given stories selected from Angi Máté’s book Volt egyszer egy… (Once upon a time there was a…). Using these stories as a starting point, the members of the both groups created their own stories, the experimental group applying digital storytelling, while the control group applied the technique of collage."
Highlights
Reception class builds on the spoken text production skills developed in nursery school, while in the first and second grade of primary school sentence building is used together with various text processing techniques in order to lay the groundwork for subsequent text production skills
It is these continuously developing text comprehension and production skills that ensure the ability of children to understand, analyse, and critically process texts created for various purposes, in different environments and by distinct methods and to produce texts adapted to the communication situation and to the audience as well
Research aim The main aim of this research is to asses the impact of digital storytelling to three and four grade primary school pupils’ text production competence
Summary
Reception class builds on the spoken text production skills developed in nursery school, while in the first and second grade of primary school sentence building is used together with various text processing techniques in order to lay the groundwork for subsequent text production skills It is these continuously developing text comprehension and production skills that ensure the ability of children to understand, analyse, and critically process texts created for various purposes, in different environments and by distinct methods and to produce texts adapted to the communication situation and to the audience as well. Written text production enhances communication competencies and cognitive skills because – whether we are talking to someone, holding a speech or writing a letter – we spend our whole lives producing texts This is why communication culture and text comprehension and production competencies should be stressed as early as in primary school as prerequisites of future successful learning. It is our hope that the stories written by Angi Máté will create a cosy and intimate atmosphere that will provide the framework for beautiful life stories
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