Using digital storytelling to build confidence

Maria Sammons, from Iqra Educare, tells us how digital stories have helped educators develop stronger relationships between the centre and the wider community. Digital stories also build the children’s self-confidence and self-worth.

Maria Sammons and the team used digital storytelling to record and share students’ role-play. Watch as they tell us about the role-play experiences in the video Fostering and promoting identity through role-play.

Transcript

Maria Sammons

Digital stories was another vehicle that we’ve learnt and have found very empowering for developing that reciprocal relationship. By spending some time putting together a specific story, we can get our message across in a entertaining but not time-consuming way for the families. Learning through movement, role-play, digital storytelling – all of that is so important. And also it makes it fun. We can’t underestimate this has to be fun. If it’s not fun, nobody’s learning. 

And we’re getting feedback that these things that we’re doing are worthwhile and meaningful.  We get emails from overseas that grandma received the video and loved the video and can’t believe that we practise some of the same traditions that she does at home in Afghanistan. It makes you feel like, yes, you’re on the right track, you’re doing the right things. 

Well one of the biggest and most visual and measurable changes for the children has been their confidence level growing. We have children that were, you know, a little bit hesitant to step forward and be part of the show, to now like even our special needs children are very keen to participate. Using these vehicles gives us a tangible way to show them that they are made just the way they’re supposed to be and they should be proud of who they are. 

And it’s so nice to see our children be passionate about who they are and where they’ve come from, because we want them to leave us to go on to school with a desire to learn, to share but to be themselves, to be comfortable in their own skin when they get to school. So you know, the ABCs and stuff can come a little bit later, but their sense of self-worth stays forever.

Acknowledgements

We acknowledge Iqra Educare and educator Maria Sammans.

Supported by the Teaching and Learning Research Initiative Fund from government funding, managed by the New Zealand Council for Education Research.