|
The article defines critical media literacy as a developmental tool that equips individuals with knowledge, skills, and attitudes to interpret media critically, engage competently in diverse environments, show moderate scepticism toward information, ask relevant questions, explore possible answers, and develop an interest in understanding otherness in its various forms. It introduces a comprehensive pedagogical model for fostering critical media literacy in preschool-aged children (5-7 years), situating it within broader theoretical and practical frameworks of media education. At the core of the Model is a purposefully designed test-training battery, developed using children’s stories, that functions as both a diagnostic and an instructional tool. It translates key methodological components – “thinking” language, questioning techniques, and text-as-medium analysis – into multimodal tasks, games, and narrative-based activities applicable in educational practice. Beyond assessment, the battery helps educators scaffold children’s progress across Bloom’s taxonomy, moving from lower- to higher-order thinking, and serves as a robust, adaptable, empirically validated framework for advancing early childhood media education.
Keywords: media literacy; critical thinking; preschool children; media education, critical media literacy
|
|
