Technology‐enhanced storytelling stimulating parent–child interaction and preschool children's vocabulary knowledge
Abstract
Preschool children's vocabulary mainly develops verbal through interaction. Therefore, the technology‐enhanced storytelling (TES) activity Jeffy's Journey is developed to support parent–child interaction and vocabulary in preschool children. TES entails shared verbal storytelling supported by a story structure and real‐time visual, auditory and textual prompts on a tablet computer. In this exploratory study, we investigated how TES influenced parent–child interaction and vocabulary. An experimental pretest‐intervention‐posttest design was followed with 44 3‐year‐old children and their parents in the experimental group and 27 peers in the control group. Results revealed that TES stimulated active child involvement and generated parent–child interaction, yet a great variety in TES characteristics both in time spent and usage of prompts was found among participants. Dyads that spent more time on story phases showed more and higher quality parent–child interaction. The usage of prompts was associated with improved parent–child interaction quality. Finally, an effect of TES was evidenced on children's productive vocabulary knowledge. To conclude, this study demonstrates that TES can be considered as a promising context for fostering parent–child interaction and children's vocabulary development.
Lay Description
What is currently known about the subject matter:
- Promoting parent–child interaction quantity and quality is challenging.
- Storytelling generates active child participation and parent–child interaction.
- Technology‐enhanced storytelling can stimulate parent–child interaction and vocabulary.
What our paper adds to this:
- Technology‐enhanced storytelling stimulates active child participation.
- Real‐time storytelling prompts and story structure generate high‐interaction quality.
- Technology‐enhanced storytelling positively affects children's vocabulary.
- Parent–child dyads differ in how they engage in technology‐enhanced storytelling.
The implications of study findings for practitioners:
- Technology‐enhanced storytelling can be used to stimulate parent–child interaction.
- Children's active verbal participation can be stimulated by technology‐enhanced storytelling. Technology‐enhanced storytelling can be used to stimulate children's vocabulary.
- Be aware of differences among parent–child dyads in how they engage in technology‐enhanced storytelling.
Number of times cited: 4
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