Enhancing Science in Early Childhood Education Through Concept Maps and Storytelling

Teacher-student relationships are crucial in early childhood education to foster a positive learning atmosphere. This study explores the impact of storytelling and concept mapping as methodological strategies to enhance learning and peer interaction among 4-5-year-old children. Conducted in an Infant School in Spain, the research focused on the science-related topic of farm and domestic animals, their production, and societal roles. Storytelling enabled children to establish connections between various story components based on their observations and prior knowledge. Following the storytelling, students collaboratively designed a large visual concept map, which illustrated their evolving understanding and engagement with more complex cognitive processes. The findings indicate that both educational techniques significantly increased children's interest, empathy, tolerance, respect, and creativity. The children expressed enjoyment in creating the story via concept mapping, leading to increased motivation. The combined use of these strategies enhances learning potential and aids children in internalizing concept mapping for future meaningful learning and academic success, which holds significant implications for educators.