ISSN 2348-1218 (print) International Journal of Interdisciplinary Research and Innovations ISSN 2348-1226 (online) Vol. 10, Issue 2, pp: (77-84), Month: April - June 2022, Available at: www.researchpublish.com
Emotional and creative development through Digital StoryTelling in Primary Education Rubén González García1, Cristina Cruz-González2 1,2
University of Jaén, Jaén, Spain
DOI: https://doi.org/10.5281/zenodo.6659628
Published Date: 18-June-2022
Abstract: This article aims to offer didactic guidelines based on the use of Digital Storytelling in the classroom to deal with emotional and creative content. This study is based on the fact that current teaching must progressively adapt to the digital era, in order to offer students a quality education and meaningful learning. In addition, the development of all dimensions of the student is essential to achieve the correct training of the student. This proposal is focused on emotional and creative development, as a fundamental part of personal development and the acquisition of key competencies. Thus, we intend to show an effective technique to work in the classroom, through electronic devices, and in a transversal way with different areas of knowledge, the previously mentioned elements. Finally, it is important to note that this work is the result of a final degree project, and the main theorical findings are extracted from this piece (González García, 2022, p.1-46). Keywords: Digital Storytelling, emotional development, creativity, teaching innovation.
I. INTRODUCTION The purpose of this intervention proposal is to respond to the current need to deal with aspects related to emotional intelligence and creativity, since the current curriculum mentions the vital importance of these, but does not specify the contents to be worked on. Several studies show that the role of the teacher and the interaction with his students is key in the development of emotional competencies, coexistence in the classroom (Roca et al, 2002) and, therefore, in the integral and complete development of this (Murillo and Martínez-Garrido, 2018). In the current educational environment we find a large percentage of students with low tolerance to frustration and failure, generally unable to manage negative emotions. This is due to different factors, of which the following stand out. In the first place, we find the progressive absence of real social interactions among children, with the disappearance of conflict/problem solving situations that are so important for social and emotional development. The other factor is the misunderstanding of positive parenting. The child's close environment tries to avoid everything that produces negative feelings, enhancing the positive ones and isolating them in a bubble of all the elements that they believe can harm the child's well-being and growth. Therefore, it is necessary to create controlled conflict situations where students must regulate among themselves and also intervene emotionally through the use of attractive techniques such as, in this case, Digital Storytelling, in order to be able to identify and know how to act before our own feelings and those of others. When interviewing current teachers, most of them know the great potential that ICTs and audiovisual productions have for teaching any type of content; in fact, many of them use them in their teaching or in tutorial actions. They do not know the name of this technique, Digital Storytelling, but they do know how it works and its potential. The problem is that, when it comes to working on emotional or moral aspects, few give the students the leading role, focusing on the identification of values and feelings and not on their expression. Unfortunately, this causes students not to develop their creative capacity, despite the fact that this technique is a great opportunity to allow students to express themselves freely and creatively.
Page | 77 Research Publish Journals