Teacher Motivational Scaffolding and Preschoolers’ Motivational Triggers in the Context of Playful Learning of Multiliteracy and Digital Skills

This research focuses on exploring teacher motivational scaffolding and preschoolers motivational triggers in a playful learning project conducted in a Finnish preschool context. The aim of playful learning was to promote preschoolers’ multiliteracy and digital skills in a news-making project. The participants were 17 preschoolers and their teacher. Video ethnography and qualitative content analysis were employed as research methods. The findings indicate that the teacher’s motivational scaffolding strategies in playful learning pedagogy included connecting with the preschoolers’ prior experiences and interests, promoting exploration skills, supporting the different developmental levels of the preschoolers, and encouraging them to participate in playful learning. The following motivational triggers were identified for preschoolers: 1) engaging in discussions about news, 2) exploring news through traditional and digital media, 3) utilizing digital tools, and 4) creating and engaging in news-related activities. The findings contributed to the development of a motivational design model for playful learning.