PRINTED AND DIGITAL PICTUREBOOKS CREATION IN HIGHER EDUCATION TO TEACH ENGLISH IN PRESCHOOL
DOI:
https://doi.org/10.37536/ej.2024.32.2443Keywords:
Higher education, Preschool, printed and digital picturebooks, illustrations, narrationAbstract
This article presents a pedagogical experience about the benefits of printed and digital picturebooks to teach English in Preschool carried out with the student teachers in the third year of the Degree of Preschool Education. During the first stage of the pedagogical experience, students received some training based on an initial questionnaire about the practice of reading and telling stories in school. During this phase, they learned what picturebooks are, their features, the difference between reading and telling stories; and reading techniques for this resource. During the second phase, the students created a picturebook choosing from print or digital format, the topic, or the age and the language level of preschool students. As a result of the creative process student teachers developed 18 stories, 77% of which were carried out using digital tools such as Canva, Storyjumper and Procreate. From this pedagogical experience, the future teachers fostered their four skills and creativity, and integrated content, cognition, communication and culture (CLIL) through creative illustrations and with a narrative adapted to Preschool.
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