| Why Choose Phonics? | | | | motivation and emotional engagement to promote |
| Although here at FruitPhonics, we do not endorse any | | | | retention (memory) and assimilation - information |
| particular product or subscribe to any specific 'school | | | | committed to memory and transformed into |
| of thought', we believe that modern phonics based | | | | knowledge as a platform to higher level thinking skills. |
| literacy tuition, sometimes called synthetic phonics, has | | | | To achieve these objectives, high quality animation is a |
| consistently been shown to be by far the most | | | | powerful tool, interactive 3D animation is even better. |
| effective route to early literacy for the majority of | | | | Animation alone is insufficient, the content requires |
| children. | | | | energy and music. It must work on an entertainment |
| In the case of slower learners and the socially | | | | level. We are creating characters that are, essentially |
| disadvantaged, these methodologies have been | | | | tutors and friends with whom learners can engage and |
| shown to virtually eliminate intervention teaching. This is | | | | 'escape'. Fortunately 3D animation is well proven in this |
| a particularly salient point for international children, | | | | regard, especially when combined with effective sound |
| learning English as a foreign language, who do not | | | | design, particularly music, and occasional visual |
| have the advantage of an English Language based | | | | mayhem. |
| cultural experience. | | | | The use of 3D animation to engage and educate |
| Why 3D animation? | | | | young minds has great appeal to young children, |
| What role can 3D animation have in educating young | | | | potentially enhancing levels of motivation and so |
| children? Why do we consider it to be so potentially | | | | progression. The key is to devise narratives that work |
| powerful? Why should parents consider it to be an | | | | within the limits of teaching needs. They can be used |
| attractive option? | | | | simply as learning reinforcing entertainment narratives |
| Over the past decade, 3D animation has emerged as | | | | or integrated into effective learning activities. |
| a powerful entertainment medium for children and | | | | Phonics learning schemes can benefit from both |
| adults alike because it works on multiple levels. 3D | | | | modes of use. A bonus of the integration approach is |
| animation has remarkable powers of emotional | | | | that it is possible to combine entertaining 3D animation |
| engagement. It's the Shrek effect, or Monsters Inc, or | | | | with interactive activities that reinforce phonics learning |
| Toy Story or any of the hugely popular 3D franchises | | | | in ways that are well known to the parents of the |
| that have emerged in recent years; and not just | | | | games generation. This interactive mode of control is |
| among children. They suspend disbelief and immerse | | | | called kinesthetic learning forms, together with visual |
| themselves in the richness of the 3D worlds, the | | | | and auditory learning, the three dominant learning styles. |
| emotional depth of the characters and their narrative. | | | | High quality 3D character animation integrated into |
| The range of emotional expression made possible by | | | | phonics activities would motivate and engage children |
| 3D technology is remarkable and when fused with the | | | | while being naturally adaptive to their preferred learning |
| visual spectacle and animation anarchy so familiar | | | | style. It is a combination that could be very effective |
| from the 2D form of the art, it is not so surprising that | | | | indeed, an effect that even make an ogre like Shrek, |
| the result is so spectacularly engaging. | | | | or Mikey and Sulley, and all of the other denizens of |
| Our primary objective is to educate. This requires | | | | the 3D universe, very proud. |