CoboStories is an interactive play-and-learn universe. CoboStories builds on and encourages to play, to play together and it encourages the children to be active themselves through experimenting with stories, sounds and pictures by using the digital remedies actively and creatively.

The best way to develop children is through motion, being active themselves. Playing is the way children explore, acquire and catch on to the world.

This is the foundation of all educational work, and this recognition has been widely spread. Eg. the draft of the new educational curriculum states: “Good daycare, in collaboration with parents, create happy, secure and safe children.

They help develop the children’s’ playfulness, their motivation to learn and give the children confidence in their own abilities.

Good daycare offers the child supervision and protection, awakens the children’s curiosity, and develops their social and personal skills. Daycare is a social community where everyone is a participant and learns to navigate in conflicts and to handle them.”


The film workshop includes 10 workshop cards based on the lesson themes and 10 wilder-cards as well as an animation stand for the tablet, which has the app installed.

The book workshop includes 10 workshops cards which can be part of the teaching interdisciplinary and 10 wilder-cards.

The workshops cards are designed with the focus on the children being producers.

No experience and knowledge is required to get started with CoboStories. Very soon the children will be self-reliant and able to produce small creative motives and books, where only the imagination sets the limits.

The educators can help the children make new discoveries in CoboStories. This is done be sharing thoughts and awe, based on the animated films or books that the children produce.


  • App – CoboStories
  • 1 STAND


In the film workshop, the pupils can make their own small animation film – so-called stop-motion film. The method is quite simple. Students write a story that they want to make a stop-motion film. One or multiple backgrounds are made after which figures or items, which are to be animated is selected. Now recordings can commence. Figures are moved a bit and pictures are taken etc. – resulting in a small stop motion film. It is also possible to make pixilation in which the body is used to make a stop-motion film.

The film workshop is easy to access allowing the pupils to use the app very intuitively with little introduction only. The film workshop offers pupils a platform from which they can create their own aesthetic film stories or record their story and put in music according to temper.

The stand has been tested on children right down to the age of 3 years. It’s easy to assemble and stable to work around. It works both inside and outside, where nature and movement can be included in the teaching

The workshop cards invite to evaluation and further work with the already learned academic material. Each workshop card is provided with relevant competence and learning goals. Workshop cards can also be used as inspiration for the development of one’s own workshop cards.


In the book workshop, the pupils create their own narrative and books in a text, picture, and sound whilst training their reading and writing skills at the same time. The pupils can take photos, draw and write narrative and finally the text can be recorded.

The book workshop is a learning app that fits the individual child’s level and interest in learning.

The workshop cards invite to evaluation and further work with the already learned academic material. Each workshop card is provided with relevant competence and learning goals. Workshop cards can also be used as inspiration for the development of one’s own workshop cards.

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CoboStories app:


Play and learning

CoboStories connects the physical and active play with digital learning offered by the two stories apps. Experience has shown that the link between the physical learning material and the digital increases the child’s attention to the development of the narrative. A good example of this is the child’s playing and learning with “stop motion”. By physically moving his/her characters around to create the planned narrative process, the child becomes extra aware of the story’s progress and construction. So, the child must “mediate” his/her idea and story into a new medium, where their narrative gets a new meaning. This makes the child aware of his/her own learning, creating an ideal form of learning, as the learning is persistent.

Aesthetic learning

The studies of CoboStories have shown that this coupling of physical play and digital storytelling creates an optimal form of learning. This learning form is called aesthetic learning, where the child’s bodily and physical act sharpen its mental cognitive recognition. This constitutes a particularly successful learning as the physical experience comes before the mental.

Children learn in an active way in interaction with the environment. Touching things that they see and interacting with them has an impact on the child’s development, including their perception of self and perception of sense both of which are closely connected.” (Søndergaard, 2007)

Learning environment

The creative and formative process is relevant for up-coming reform to daycare centers, where CoboStoreis supports the learning environment so that all children form part of an equal community through their process of making movies. The children’s teamwork around CoboStoreis gives them a tool to experience their own and other’s cultural backgrounds, norms, traditions, and values. Through this learning environment, children are given cultural experiences both as spectators and as active participants as their commitment, imagination, curiosity, and creativity are stimulated. Thus, they gain experience by using different materials, tools, and media.

Social and linguistic skills

The social competencies are trained as the children create practice fellowships together. The children’s common reflections create a social interaction where the children develop together through communication. Their so-called reflection rooms are constantly challenged and strengthened through negotiations. Negotiations in the creative process are also instrumental in strengthening the children’s linguistic skills.

The Book workshop as well as the film workshop, in CoboStories, both have a strong focus on developing the children’s language skills. The bag’s inspiration cards challenge and inspire the stories, which the children develop in the course of time so that the stories can evolve in new directions. In addition, the “mediated” method of the stop-motion, as well as the book workshop, leads to a strengthening of the children’s linguistic narrative, as it will produce in both contexts. A new report on early intervention in Danish kindergarten children shows that this form of learning is particularly cognitive conducive to strengthening children’s linguistic skills already at the age of 2-3 years old.

Studies show the children’s language skills are significantly improved in those contexts where educators work purposefully to support the child’s active participation in learning activities. The goal is for the educators to facilitate the child’s learning and development by relating the activity to the child’s own initiatives and experiences.

CoboStories on the playground

CoboStories can easily be involved to get closer to nature. By including the book and fill app outdoors for instance on the playground it is possible to play and learn and get closer to nature. When the children draw, write and make films about the different issues they need to understand the problems at hand before continuing. By making moves or books their new knowledge is anchored.