Pre-service Early Childhood Teachers’ Experiences with Digital Picturebook Creation and Simulated Instruction : A Qualitative Study

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Key Points

Investigate the significance of digital picturebook creation and simulated instruction experiences for pre-service early childhood teachers.
Qualitative study involving 50 second-year students from a three-year early childhood education program in A City, Gyeonggi-do.
Participants engaged in 7 weeks of digital picturebook creation and simulated instruction.
Data collected through journals, lesson plans, and evaluations were analyzed.
Pre-service teachers expanded their educational perspectives on picturebooks through the creation process.
Recognized the potential of digital technologies for engaging picturebooks and the importance of teacher judgment in utilizing digital tools.
Identified the need for interactive strategies to compensate for digital media limitations during simulated instruction.

Qualitative study explores digital picturebook creation and teaching simulations benefiting early childhood teachers.

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Park et al. (2026) studied this question.

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