This research was conducted with the following aims: to enable master teachers to develop electronic tales for preschoolers using Stop Motion techniques according to the Early Childhood Imagineering Model (ECIM) process; to evaluate the quality of these electronic tales; to evaluate master teachers’ ability to develop these tales; to evaluate the effect of master teachers’ transfer of the development of electronic tales to early childhood education (ECE) student teachers; and to evaluate master teachers’ satisfaction with their development of these electronic tales. The sample comprised 24 ECE instructors in higher education, who were selected as the master teachers, and 480 ECE student teachers. The findings revealed that the master teachers were able to develop 24 electronic tales for preschoolers using the Stop Motion technique according to the Early Childhood Imagineering Model (ECIM) process. They also indicated that the quality of the electronic tales, master teachers’ ability to develop these tales and transfer their development to student teachers, and master teachers’ level of satisfaction with the development of these electronic tales, were all at a high level.
Jira Jitsupa, Ravee Siriprichayakorn, Chontida Yakaew, Nualsri Songsom and Prachyanun Nilsook (2022) Stop Motion Animation for Preschoolers by Master Teachers. Journal of Education and Learning ; Vol. 11, No. 3; 2022, pp 27-39. https://doi.org/10.5539/jel.v11n3p27 (ERIC)
The objectives of this research were 1) to synthesize the model of early childhood Imagineering for developing digital storytelling; 2) to establish the model of early childhood Imagineering for developing digital storytelling; 3) to evaluate the model of early childhood Imagineering for developing digital storytelling. The research methodology was divided into three phases: 1) the documents in the Imagineering process, including the LA-OR model process and the stop motion animation process, were synthesized to establish the model of early childhood Imagineering for developing digital storytelling; 2) a model of early childhood Imagineering was established in order to develop digital storytelling; 3) the suitability of the model of early childhood Imagineering for developing digital storytelling was evaluated. The results showed that the model of early childhood Imagineering for developing digital storytelling consisted of the four following steps: 1) L: Leading to Learn consisted of imagination; 2) A: Active Learning consisted of two factors: Designing and Development; 3) O: Opinion Sharing consisted of Presentation; and 4) R: Reflective Thinking consisted of two factors: Improvement and Evaluation. According to an evaluation from experts, it was shown that the experts strongly agreed on the development model of early childhood Imagineering for developing digital storytelling.
Jira Jitsupa, Prachyanun Nilsook, Nualsri Songsom, Revee Siriprichayakorn and Chontida Yakeaw (2022) Early Childhood Imagineering : A Model for Developing Digital Storytelling. International Education Studies, Vol. 15, No. 2 (2022) ; pp. 89-101. https://doi.org/10.5539/ies.v15n2p89 (ERIC)
