Simple animation technique helps preschool teachers tackle science lessons
Teachers using a low-cost animation method called slowmation found it easier to teach science to young children compared to traditional approaches. The finding could reshape early childhood education delivery and reduce preparation burdens on already-stretched preschool staff.
Originaltitel: When science content becomes animated: preschool teachers’ experiences of slowmation implementation
<p><strong>Background:</strong> Research emphasises preschool teachers’ work with multimodal representations to assist children in developing their understanding of science content. However, this can be time-consuming and challenging in terms of preparation and materials. Slowmation is a multimodal representation where children represent and visualise science content through narrated digital animations. More research is needed on preschool teachers’ experiences of using slowmation to teach science.</p><p><strong>Purpose:</strong> This study aimed to explore preschool teachers’ experiences of implementing slowmation to teach science content in a preschool context.</p><p><strong>Sample:</strong> The study involved five teachers and 17 children (4–5 years) at two preschool departments.</p><p><strong>Design and methods:</strong> To reflect on what science content to include in the slowmation as well as to articulate their pedagogical considerations for using slowmations, the reflective tool Content Representation (CoRe) was used. Based on the CoRe, the teachers constructed slowmations with the children. Video-stimulated recall interviews (<em>n</em> = 2) were conducted, allowing teachers to express their experiences. The interview data were then analysed thematically.</p><p><strong>Results:</strong> The teachers’ experiences of implementing slowmation are summarised in terms of (re)framing the content, children’s engagement, repeated opportunities to engage with the content, and preparation and support needs. For instance, the slowmation due to its design, provides repetitive learning opportunities for children and addresses children’s interests and engagement. The results have implications for teaching science with slowmation in preschool settings. Further, the results indicate the importance of using a reflective tool such as the CoRe for teachers to reflect on what particular content to include in the slowmations as well as, why and how to use slowmations in preschool.</p><p><strong>Conclusion:</strong> Slowmation enhances children’s engagement and understanding of science, offering teachers valuable insights into children’s learning. Despite some challenges, its repetitive structure contributes to visualising and learning science content. Further research from a teacher’s perspective provides additional insights into the conscious use of slowmations in preschool science activities.</p>