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The project examined whether developing digital stories helps children understand how school works and improves attitudes and behaviors. Teachers served as “hands” guiding instructions and highlighting key points without direct lecturing. Teacher and student observations and interviews provided data. Results were satisfactory: adaptation difficulties decreased and classroom climate improved, with easy implementation due to the short duration.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-digital-storytelling-to-help-first-grade-students-adjustment-to-school/599770/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-digital-storytelling-to-help-first-grade-students-adjustment-to-school/599770.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What challenge does the study address for first-grade students?","Question",{"text":112,"@type":113},"It addresses adjustment problems when children start school for the first time, transitioning from home and kindergarten routines to unfamiliar school rules and teaching methods.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the project use digital storytelling to support students?",{"text":117,"@type":113},"Through developing digital stories that help students understand how school functions, the process supports smoother adaptation by improving attitudes and behaviors.",{"name":119,"@type":110,"acceptedAnswer":120},"What role do teachers play in implementing the digital storytelling approach?",{"text":121,"@type":113},"Because students are young, teachers act as “hands,” executing story instructions and indirectly guiding students to key points without openly lecturing them.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599770,1792230293,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Using Digital Storytelling to Help First-Grade Students'  \nAdjustment to School  \nEmmanuel Fokides  \nUniversity of the Aegean, Greece  \nAbstract  \nWhen coming to school for the first time, children might face a number of adjustment problems. The study presents the results of a project which used digital storytelling for helping first-grade primary school students during this transitional period. It was examined whether, through the development of the digital stories, students could understand how the school functions and whether this process helped them to change their attitudes and behaviors, thus achieving a smoother adaptation to the school environment. Students’ active participation and behavioral modeling to enhance positive behaviors provided the theoretical basis. Due to the students' young age, their teachers functioned as their \"hands\", executing their instructions when developing the stories. At the same time, however, they indirectly guided them to certain key-points that had to be highlighted, without openly lecturing them. Observations and interviews with the classes' teachers and with the students that presented significant adaptation problems were used for data collection purposes. The results are considered satisfactory. Adaptation issues ceased to pose a significant problem and the overall classes' climate was improved. Finally, due to the project's short duration, it can be applied relatively easily, without altering the school’s timetable.  \nKeywords: Digital storytelling; School readiness; School adjustment; Modeling;  \nConstructivism  \nIntroduction  \nThe very first days at school mark the children's transition to a new reality; from the safety of home to school which is in an unfamiliar environment to them. Rules and routines are different from those in kindergarten or at home, and the way of teaching/learning is also different (Hartley, Rogers, Smith, Peters, & Carr, 2012) . The change in settings affects their sense of identity and status (Fabian, 2007) . Fear of the unknown, separation from parents, the loss of the sense of uniqueness, are but a few of the problems that may arise (Fabian & Dunlop, 2007) . The short-term, as well as the long-term, implications of this transitional period, are important. How quickly students would feel the sense of belonging in the new environment and how smoothly the transition to school would be, has been associated with certain educational outcomes (Brooker, 2008) and with long-term (positive and negative) effects on children’s lives (Brooker, 2008; Dockett & Perry, 2013; Fabian, 2007; Mirkil, 2010) .  \nChildren are aware of the discontinuities associated with starting school. They can understand that it is a period of significant change and that there will be differences in pedagogy. They anticipate that school will consist of more work and less play, that they will have less choice and more restrictions (Einarsdottir, 2013), that there will be increased time sitting and decreased access to the outdoors (White & Sharp, 2007) . Children also underline the importance of knowing the routines and how to engage in the pedagogy of the classroom  \n(Margetts, 2013) . From the above, it becomes evident that it is important to find ways for a successful transition and to provide opportunities for children to understand and negotiate the discontinuities between prior to school and school settings (Dockett & Perry, 2011) .  \nSchool Adjustment and Readiness  \nFrom a theoretical standpoint, the literature suggests that transitions are not individual experiences; they are social constructs involving all participating members. Ecological systems theory (Bronfenbrenner, 1979) provides the theoretical background of many who investigate the transitional experiences of children (e.g. Dockett & Perry, 2009; Fabian, 2013; Margetts, 2013; Margetts & Phatudi, 2013) . This theory puts the individual in the center of five concentric environmental systems and contexts, with which an individual ","cbCaidsPn9sKNTUR","https://ap.wps.com/l/cbCaidsPn9sKNTUR","pdf",785070,16,"English","# Introduction\n# School Adjustment and Readiness","[{\"question\":\"What challenge does the study address for first-grade students?\",\"answer\":\"It addresses adjustment problems when children start school for the first time, transitioning from home and kindergarten routines to unfamiliar school rules and teaching methods.\"},{\"question\":\"How does the project use digital storytelling to support students?\",\"answer\":\"Through developing digital stories that help students understand how school functions, the process supports smoother adaptation by improving attitudes and behaviors.\"},{\"question\":\"What role do teachers play in implementing the digital storytelling approach?\",\"answer\":\"Because students are young, teachers act as “hands,” executing story instructions and indirectly guiding students to key points without openly lecturing them.\"}]","Using Digital Storytelling to Help First-Grade Students' Adjustment to School | PDF",1792089404]