The Role of Play-Based Digital Storytelling in Enhancing Social-Emotional Competencies in Preschool Children

Zetira Ahmad

doi:10.33151/ijomss.v4i1.870

Zetira Ahmad STAI Raudhatul Akmal

DOI: https://doi.org/10.33151/ijomss.v4i1.870

Keywords: Early Childhood Education, Digital Storytelling, Social-Emotional Learning, Play-based Learning, Collaborative Technology

Abstract

This study explores the impact of play-based digital storytelling on the social-emotional development of children aged 4-5 years. In an increasingly digital world, the integration of technology in Early Childhood Education (ECE) remains a subject of debate. This research utilized a mixed-methods approach, observing 40 preschool children over an eight-week intervention period. Results indicate that when digital storytelling is integrated with collaborative play, children demonstrate significant improvements in empathy, turn-taking, and emotional regulation. The findings suggest that digital tools, when used as a medium for collaborative creation rather than passive consumption, can be a powerful catalyst for social-emotional growth. This study challenges the conventional digital isolation narrative by proving that shared digital interfaces can serve as powerful social mediators when implemented through structured, peer-oriented frameworks.

Author Biography

Zetira Ahmad, STAI Raudhatul Akmal

Program Studi Pendidikan Agama Islam

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