DEVELOPING PRESCHOOL CHILDREN'S COMMUNICATIVE SKILLS THROUGH FAIRY TALE ADAPTATION: THE POTENTIAL OF EMOJIS AND DIDACTIC GAMES
Abstract
This study investigates the effectiveness of an innovative pedagogical approach that adapts traditional fairy tales by incorporating emojis and structured didactic games to enhance communicative skills in preschool children (aged 6-7). Conducted as a quasi-experimental study over 12 weeks with 45 children, the research employed mixed methods, including pre- and post-assessments, teacher observations, and parent surveys. Results indicate a statistically significant improvement (p < 0.01) in verbal expression, emotional vocabulary, and narrative sequencing among the experimental group compared to the control group. The findings suggest that integrating visual symbols (emojis) with game-based learning creates a multimodal environment that effectively supports language acquisition, emotional literacy, and interactive dialogue in early childhood education.