Examining the impact of bibliotherapy presented with digital storytelling on emotion regulation skills of preschool children

The research aims to support emotion regulation skills of preschool children within the scope of developmental bibliotherapy and to comparatively examine the effect of different storytelling methods. In the research, bibliotherapy was used in an experimental framework aiming to support preschool children's emotion regulation skills with digital storytelling and traditional reading methods. In the study, the differences in the effectiveness of bibliotherapy practices between traditional reading and digital storytelling methods were evaluated. In addition, the overall effect of bibliotherapy on children's emotion regulation skills was examined in comparison with the control group that did not receive any intervention. The bibliotherapy series of 4 books written and drawn during the research process was presented to children through traditional reading and digital storytelling methods; the change in emotion regulation skills was measured through the "Emotion Regulation Scale" through parent and teacher evaluations. In the study, which was conducted with pre-test-post-test control group experimental design, the study group consisted of 91 children aged 60-72 months. The findings of the study reveal that bibliotherapy practices contribute to the development of emotion regulation skills of preschool children. Both methods of delivering bibliotherapy were found to be effective; however, the digital storytelling method stood out, particularly with the higher average scores obtained in the long term. This situation has been determined that the traditional narration method provides a faster change, while digital storytelling shows a sustainable effect in long-term measurements.