Browsing by Author "Lommi-Karhula, Sanna"

Aim of the study. The aim of this study was to determine whether digital storytelling could be used as tool in inclusive evaluation. In this research, the focus is on children’s perceptions of quality through observing the children’s own digital stories. Previous studies have shown that the use of digital storytelling in preschool education supports and enriches learning. Photo-graphs have also previously been used in studies in order to define children’s perceptions of quality in early childhood education. Methodology. This study was performed in a preschool group as a qualitative action re-search during spring 2018. In the study, 11 preschool children composed a short digital story based on photographs they took during one day at their pre-school. The children worked in pairs or small groups of three and produced a total of six videos. The material was translit-erated and analyzed using theme analysis. Results and conclusions. Play, peer relationships and pedagogical activities were recurrent themes in the children’s stories. The process of making a digital story offers the teacher several opportunities to discuss quality with children. The digital stories themselves offer a starting point for these discussions but are not sufficient as such to describe children’s perceptions of quality. During the creative process, it became apparent that peer relationships and learning through play and narratives are the heart of good quality pedagogical activity among preschool aged children.