Cartoon content about paddington bear as a means of teaching reading to elderly preschoolers
DOI:
https://doi.org/10.31652/3041-2439-2025-4-5Keywords:
dialogic speech, emergent literacy, multisensory support, educational situationAbstract
The article substantiates the appropriateness of using animated content based on the Paddington Bear stories in teaching reading to older preschoolers as a strategy of emergent literacy. It is shown that combining emotionally rich plots, recurring speech patterns, and targeted post - viewing activities (retelling, dramatization, making cue - card dialogues, reading captions and short dialogues) ensures a stepwise transition that — contrasted with a linguistics - based approach to instruction — is defined here as an emergent pathway: from speaking – writing to listening – reading. The theoretical framework is a multisensory approach (visual, auditory, tactile, and kinesthetic channels) implemented through techniques such as «alphabet scents», «colored syllables» and «touch - and - trace letters». The empirical section describes the organization of a safe media environment (screen - time limits, selection of Ukrainian - language content, adult guidance, media - hygiene rules) and a monitoring system with five indicators: phonemic ope rations, decoding, comprehension, vocabulary, and grammatical accuracy of speech. The findings demonstrate gains in the accuracy and rate of decoding open syllables and high - frequency words, expansion of thematic active vocabulary, improved coherence of utterances, and a reduction in agrammatism; a distinct positive effect is noted for children with ASD and ADHD due to sensorimotor support and the clear structure of speech templates. The study’s novelty lies in integrating animated narratives with multisensory scaffolding in teacher - guided educational situations that convert passive viewing into productive speech activity and foster motivation for independent reading. The practical significance is determined by the developed scenarios for educational situations and post - viewing «educational journeys», criteria for progress assessment, and media - hygiene recommendations for preschool institutions and the preparation of future educators. The proposed approach aligns with a child - centered paradigm and can be scaled to language - development programs for older preschool children.References
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