Utilization of digital storytelling materials and early childhood development: basis for an action plan the problem and its scope

This study aimed to examine the relationship between the kindergarten teachers’ level of utilization of digital storytelling materials and the learners’ level of early childhood development in Calape, Tubigon, and Loon Districts, Bohol, for the school year 2024–2025. Using a descriptive survey method, data were collected through an adopted questionnaire from public elementary kindergarten teachers. The analysis employed weighted mean, percentage, ANOVA, and Pearson correlation. Findings revealed that 97% of respondents were female, with 35% aged 40–45 years. Most had 10–14 years of teaching experience, held the position of Teacher III, and had at least a bachelor's degree, with many pursuing master's units. Teachers reported high utilization of digital story materials, rating their usefulness (mean = 3.61), ease of use (3.53), attitude (3.61), behavioral intention (3.57), and system use (3.52) under the "Highly Utilized" category. Despite the favorable reception, the developmental assessments of children based on the Philippine Early Childhood Care and Development (ECCD) Checklist showed most children fell under the "Average Development" category. Statistical tests revealed no significant relationship between teachers' profiles and their utilization of digital storytelling materials, nor between material utilization and early childhood development levels. The study concludes that while teachers positively perceive and frequently use digital storytelling materials, these tools do not significantly influence children's developmental outcomes. This suggests that other factors may be more critical in early learning. Further research is recommended to explore these influences and better understand the impact of digital materials on child development.