Eureka! Institutional Repository

The following thesis constitutes a comparative research between printed and digital storytelling in pre-school education in relation to creative thinking. The main target of this research is to establish, which type of storytelling can best empower and trigger creative thinking. In order to solve this issue, we designed and applied an action research consisted by two interventions in a pre-school classroom. During the two interventions the pre-school students watched two different stories, a printed one during the first intervention and a digital one the second time, and were asked to answer a specific amount of questions, as well as to draw a picture based on the theme of the two stories. Both of them were based on the same theme, viz the arrival of a new member into the family. After the experiment conduction the children were graded for their performance to the questions asked, based on the four criterions of assessment, as described at E. P. Torrance’s Test of Creative Thinking (TTCT). The results we acquired were analyzed by the statistical method called One-Way Analysis of Variance (ANOVA), according to which the data are analyzed based on a single factor, viz creative thinking. Meanwhile, we examined the children’s drawings, in order to reinforce or reject the conclusions emerged by the statistical analysis. After the examination and data analysis we established that the pre-school students performed better at the first part, meaning the questions, and at the drawing part after watching the digital and not the printed storytelling. According to our findings, digital instruments can trigger creative thinking for pre-school students, which leads us to the conclusion that digital storytelling empowers creative thinking in a more significant way comparing to printed storytelling.