Enhancing Emergent Literacy and Social Skills through Digital Play: The Case of My Magic Story Car

My Magic Story Car: A Video-Based Play Intervention to Strengthen Emergent Literacy Skills among Preschoolers

In this chapter, we delve into My Magic Story Car-an innovative video-based program designed to fortify emergent literacy skills in at-risk preschool children from low-income backgrounds through the medium of make-believe play. Research highlights that this natural and engaging modality, particularly prevalent between ages three and five, serves as an intrinsic motivator for young children's cognitive, socioemotional, and motor skill enhancement.

Make-believe play enables preschoolers to practice vocabulary and innovative ways of self-expression, verbalizing intricate plot sequences that often prompt corrective feedback from adults or peers. Moreover, this form of imaginative play has the potential to refine socioemotional skills such as cause-effect thinking, empathy, cooperation, patience, civility, and self-regulation. Building on this foundation, Singer and Singer 2001 developed a comprehensive set of learning games med at strengthening these skills among three-to-five-year-olds; several of which were transformed into My Magic Story Car.

The program's effectiveness is rooted in the synergy between video media and make-believe play, offering an accessible avenue to support children facing educational disparities. Through structured interactions with this resource, young learners are provided opportunities for vocabulary development, narrative comprehension, and enhanced language skills that are foundational to their future academic success.

Key Features of My Magic Story Car include:

1. Learning Games: Incorporating interactive activities designed to engage children in storytelling and story-acting while simultaneously strengthening their emergent literacy abilities.

2. Narrative Sequences: Presenting complex, yet captivating plotlines that encourage the child's imagination and foster a deeper understanding of narrative structures, enhancing comprehension skills.

3. Socioemotional Skills Development: Encouraging empathy through character identification, promoting cooperation by solving problems within shared scenarios, teaching patience through sequential storytelling, and cultivating civility and self-regulation via role-playing.

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My Magic Story Car represents a pivotal intervention that leverages the power of make-believe play to boost emergent literacy skills in at-risk preschoolers. By integrating digital media into early childhood education, this program not only addresses the digital divide but also ensures equitable access to high-quality learning materials that foster holistic development among young learners.

In summary, My Magic Story Car is an exemplary embodiment of how technological tools can be harnessed to support educational equity and enhance cognitive, socioemotional, and literacy skills in preschool children from diverse backgrounds. It underscores the importance of inclusive strategies that consider the unique needs of at-risk populations while promoting their academic readiness and overall well-being.

References:

Singer, D.G., Singer, H.F. 2001. Learning Games for Children Ages 3 to 5: Building Skills and Competencies in Communication, Social Interaction, and Literacy Activities Through Play. The Guilford Press.

Keywords: My Magic Story Car, make-believe play, emergent literacy, development, early childhood, socioemotional skills, learning, at-risk children
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