Advances in Educational Technology Vol 2 No 1; February 2023

https://www.euclid.id/journal/index.php/advancesineducationaltechnology e-ISSN 2828-4674

Designing Effective Instructional Media

in Early Childhood Education: A
Comparative Review of the ADDIE and
Dick and Carey Instructional Design
Models
Selfi Lailiyatul Iftitah *

Institut Agama Islam Negeri Madura, Indonesia

*Corespondence: siftitah@iainmadura.ac.id

ABSTRACT

This paper provides a comprehensive overview of the ADDIE and Dick and Carey models and
their applications in early childhood education. The paper discusses the similarities and
differences between these models and their advantages and disadvantages in designing
effective instructional materials for young learners. Additionally, the paper examines
emerging trends and adaptations of these models, such as the integration of technology and
learner-centered approaches, and provides examples of how they have been applied in
various contexts. The conclusion reflects on the usefulness of these models in different
learning contexts and subject areas in early childhood education and suggests areas for
further research and development.

Keywords: ADDIE, Dick and Carey, instructional design, early childhood education,
technology.

Copyright: © 2022 by the authors. This article is an open access article

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distributed under the terms and conditions of the Creative Commons
Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
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I. INTRODUCTION

A. Background and context of instructional media in early childhood education

Effective teaching is crucial during early childhood education as it lays the foundation for
future academic success. In recent years, instructional media has become an increasingly
important tool for early childhood educators. According to a report by the National Center
for Education Statistics (2020), 98% of public schools in the United States have access to the
internet. While this may seem like a positive trend, it is important to consider that internet
access may vary significantly between different regions and schools. According to the Pew
Research Center (2019), while 93% of American households with an annual income of $75,000
or more have access to the internet, this number drops to 64% for households earning less
than $30,000 per year. This digital divide is a critical issue that educators must address to
ensure that all children have access to the same educational opportunities.

Additionally, the National Center for Education Statistics (2020) reports that 94% of public
schools in the United States have access to broadband internet. While this indicates that
most schools have the technical infrastructure to support the use of instructional media, it
does not necessarily mean that they have the resources or knowledge to use it effectively.
Teachers may need professional development opportunities to help them effectively
integrate technology and instructional media into their lessons.

The use of instructional media has become more prevalent than ever before, providing
opportunities for educators to create innovative and effective learning experiences.
According to a report by Common Sense Media (2019), 78% of American households with
children aged 8 or younger have a mobile device, such as a tablet or smartphone. This
provides educators with the opportunity to develop interactive and engaging digital media to
enhance early childhood learning. However, it is important to recognize that the use of
instructional media should be approached with caution, as excessive screen time has been
associated with negative effects on cognitive, social, and emotional development in young
children (American Academy of Pediatrics, 2016). Therefore, instructional media should be
used in moderation and carefully selected to promote healthy development.

The ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model is one of
the most commonly used instructional design models in early childhood education. This
model was first introduced in the 1970s and has been widely adopted in various fields,
including education. The ADDIE model provides a structured framework for instructional
designers to create effective instructional media. It involves five key phases, starting with an
analysis of the learning needs of the students, followed by the design of the instructional
media, the development of the media, implementation of the media in the classroom, and
finally an evaluation of the effectiveness of the media (Molenda, 2003).

In recent years, the Dick and Carey model has emerged as another popular instructional
design model in early childhood education. The Dick and Carey model emphasizes the
importance of a systematic approach to instructional design, incorporating ten steps, starting
with identifying instructional goals and ending with evaluating the effectiveness of the media
(Dick and Carey, 1996). This model is similar to the ADDIE model in that it provides a

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structured approach to instructional design and emphasizes the importance of evaluating

the effectiveness of the media.

By critically analyzing these statistical data points, it becomes clear that while access to the
internet and broadband infrastructure has increased, the digital divide and the need for
teacher training and resources to use instructional media effectively continue to be issues
that must be addressed. The prevalence of mobile devices among young children provides a
unique opportunity for educators to use instructional media in innovative ways, but it is
important to balance the potential benefits with the risks associated with excessive screen
time. The ADDIE and Dick and Carey models provide a structured approach to instructional
design, ensuring that the development and implementation of instructional media is carried
out in a systematic and effective manner.

The ADDIE model, in particular, has been widely adopted and praised for its flexibility and
comprehensive approach to instructional design. The model allows for a high degree of
customization and can be applied to various learning contexts, including early childhood
education (Smith and Ragan, 2005). The ADDIE model is not prescriptive and allows for the
instructional designer to adapt the model to meet the needs of the learners and the context
of the learning environment.

The Dick and Carey model, while less widely known than the ADDIE model, has also gained
popularity in recent years due to its emphasis on a systematic approach to instructional
design. The model emphasizes the importance of designing instruction with the learner in
mind, providing a clear framework for analyzing learner needs and developing effective
instructional media (Molenda, 2003).

Both the ADDIE and Dick and Carey models have their advantages and disadvantages, and
the decision to use one over the other will depend on the specific learning needs and context
of the classroom. However, both models provide a systematic approach to instructional
design that can help ensure the effective use of instructional media in early childhood
education.

In conclusion, the use of instructional media has become increasingly important in early
childhood education, providing new opportunities for innovative and effective teaching
practices. However, the development and implementation of instructional media must be
approached with care and should be guided by a structured approach to instructional design.
The ADDIE and Dick and Carey models provide effective frameworks for designing and
implementing instructional media that can help ensure the success of early childhood
education.

B. Purpose and scope of the review paper

The purpose of this review paper is to examine and compare two of the most commonly used
instructional design models, the ADDIE model and the Dick and Carey model, and to analyze
their use in the design of instructional media in early childhood education. This paper aims
to provide early childhood educators and instructional designers with an overview of these
two models, their key components and processes, and the advantages and disadvantages of
their use in early childhood education.

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Additionally, this paper seeks to provide a critical analysis of the two models in the context
of early childhood education, with a focus on their strengths and weaknesses, and to identify
ways in which they can be improved to better meet the needs of young learners. Through this
review, the paper aims to contribute to the ongoing discussion of how best to design effective
instructional media for young children, and to highlight emerging trends in the use of
instructional design models and technology in early childhood education.

The scope of this review is limited to the examination of the ADDIE model and the Dick and
Carey model, and their use in the design of instructional media in the context of early
childhood education. The paper will provide an overview of these two models, their key
components and processes, and examples of their use in early childhood education. It will
also provide a critical analysis of the strengths and weaknesses of these models, and identify
ways in which they can be improved for early childhood education. This review does not aim
to provide an exhaustive analysis of all instructional design models, or all possible
applications of the ADDIE and Dick and Carey models.

C. Definition of key terms and concepts related to instructional design models and media

To ensure a clear understanding of the topics covered in this review, it is important to define
several key terms and concepts related to instructional design models and media.

1. Instructional Design: Instructional design is the systematic process of developing

educational and training programs, courses, and materials that meet specific learning
objectives. It involves analyzing the needs of the learners, designing effective
instruction, developing instructional materials, delivering instruction, and evaluating
the effectiveness of the instruction.

2. Instructional Design Model: An instructional design model is a framework that

provides a systematic approach to designing and developing instructional materials.
It typically includes several key stages, such as analysis, design, development,
implementation, and evaluation.

3. Instructional Media: Instructional media refers to any materials, tools, or resources

used to support and enhance teaching and learning. This can include textbooks,
videos, interactive software, online resources, and other materials designed to
support the learning process.

4. ADDIE Model: The ADDIE model is a commonly used instructional design model that
includes five stages: Analysis, Design, Development, Implementation, and Evaluation.

5. Dick and Carey Model: The Dick and Carey model is another commonly used
instructional design model that includes nine stages: Identify Instructional Goals,
Conduct Instructional Analysis, Analyze Learners and Context, Write Performance
Objectives, Develop Assessment Instruments, Develop Instructional Strategy,
Develop and Select Instructional Materials, Design and Conduct Formative Evaluation
of Instruction, and Design and Conduct Summative Evaluation.

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By defining these key terms and concepts, this review paper aims to provide a clear and
concise understanding of the topics covered, and to facilitate effective communication and
analysis of the two instructional design models and their application to instructional media
in early childhood education.

D. The Role of Instructional Design Models in Designing Effective Instructional Media in Early
Childhood Education

Instructional media can be a powerful tool for teaching and learning in early childhood
education. However, in order to be effective, instructional media should be designed based
on sound instructional design principles. Instructional design models provide a systematic
approach to designing effective instructional media by guiding the instructional designer
through a series of steps, from analyzing the learning needs to evaluating the effectiveness
of the media (Smith & Ragan, 2005; Morrison, Ross, & Kemp, 2004; Reiser & Dempsey, 2018;
Kalyuga, Ayres, Chandler, & Sweller, 2003; Hannafin & Land, 1997; Brown & Green, 2016).

The ADDIE and Dick and Carey models are two of the most commonly used instructional
design models (Morrison, Ross, & Kemp, 2004; Reiser & Dempsey, 2018; Richey, Klein, &
Tracey, 2011). Both models share the same basic phases of analysis, design, development,
implementation, and evaluation, but there are differences in the way the phases are
executed. By following an instructional design model, instructional media can be designed to
address the specific learning needs of early childhood learners in a systematic and
comprehensive manner.

Using an instructional design model can lead to several benefits in designing effective
instructional media in early childhood education. For instance, an instructional design model
can ensure that the instructional media aligns with the learning objectives, is
developmentally appropriate for the learners, and incorporates a variety of engaging
multimedia elements. Additionally, an instructional design model can help to ensure that the
instructional media is delivered in a timely and cost-effective manner, and that it is evaluated
to assess its effectiveness in achieving the intended learning outcomes (Smith & Ragan,
2005; Morrison, Ross, & Kemp, 2004; Reiser & Dempsey, 2018; Kalyuga, Ayres, Chandler, &
Sweller, 2003; Hannafin & Land, 1997; Brown & Green, 2016).

Overall, the use of instructional design models is essential in designing effective instructional
media in early childhood education. These models provide a systematic and comprehensive
approach to instructional design that can help ensure that the media aligns with the learning
objectives and is developmentally appropriate for the learners. By incorporating
instructional design models into the design process, instructional media can be created that
is engaging, effective, and meets the unique needs of early childhood learners.

II. OVERVIEW OF THE ADDIE MODEL

A. Definition of the ADDIE model

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The ADDIE model is an instructional design framework that has been widely used in
education and training for many years (Gustafson & Branch, 2002; Marinak & Gambrell, 2010).
ADDIE is an acronym for the five stages of the instructional design process: Analysis, Design,
Development, Implementation, and Evaluation (Branch & Merrill, 2011; Dick & Carey, 1996).
The ADDIE model is considered to be a systematic and iterative process for creating effective
instructional materials and has been used in various educational contexts, including early
childhood education (Reiser & Dempsey, 2018).

The Analysis stage involves identifying the learning needs of the target audience, including
their goals, skills, knowledge, and abilities. This information is used to develop learning
objectives and to determine the appropriate teaching strategies and media that will be used
in the instructional materials. The Design stage involves developing a plan for the
instructional materials, including the structure, sequence, and organization of the content.
This stage also involves the selection and design of appropriate media and activities to
support the learning objectives (Morrison, Ross, & Kemp, 2004).

The Development stage involves the actual creation of the instructional materials based on
the design plan, which includes writing content, designing graphics, and producing
multimedia elements. The Implementation stage involves the delivery of the instructional
materials to the learners, which may involve the use of various media and teaching methods.
Finally, the Evaluation stage involves assessing the effectiveness of the instructional
materials in achieving the learning objectives and making improvements as needed (Reiser
& Dempsey, 2018).

The ADDIE model has been widely used in the field of education and training due to its
flexibility, adaptability, and effectiveness in creating high-quality instructional materials
(Gustafson & Branch, 2002; Reiser & Dempsey, 2018). The ADDIE model has also been adapted
and modified over time to meet the changing needs of different educational contexts,
including early childhood education (Marinak & Gambrell, 2010; Smith & Ragan, 2005).

In summary, the ADDIE model is a widely used and effective instructional design framework
that involves a systematic and iterative process for creating instructional materials. The five
stages of the ADDIE model are Analysis, Design, Development, Implementation, and
Evaluation, and each stage plays a critical role in the overall success of the instructional
materials.

B. Key components and processes of the ADDIE model (Analysis, Design, Development,
Implementation, Evaluation)

The ADDIE model is composed of five stages: Analysis, Design, Development,

Implementation, and Evaluation. Each stage plays an essential role in the overall success of
the instructional design process.

1. Analysis: The Analysis stage is the first stage in the ADDIE model and is a critical
component in the design of effective instructional materials. This stage involves
identifying the learning needs of the target audience, including their goals, skills,

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knowledge, and abilities (Branch & Merrill, 2011; Dick & Carey, 1996; Morrison, Ross, &
Kemp, 2004). The data collected during this stage is used to develop learning
objectives and to determine the appropriate teaching strategies and media that will
be used in the instructional materials (Smith & Ragan, 2005). The Analysis stage is
vital as it ensures that the instructional materials align with the needs of the target
audience (Gustafson & Branch, 2002; Reiser & Dempsey, 2018).

2. Design: The Design stage is the second stage of the ADDIE model, and it involves
developing a plan for the instructional materials, including the structure, sequence,
and organization of the content (Branch & Merrill, 2011; Morrison, Ross, & Kemp,
2004). This stage also involves the selection and design of appropriate media and
activities to support the learning objectives (Smith & Ragan, 2005). The Design stage
is important as it ensures that the instructional materials are logically organized and
presented to the learner in a meaningful way (Reiser & Dempsey, 2018).

3. Development: The Development stage is the third stage of the ADDIE model, and it
involves the actual creation of the instructional materials based on the design plan
(Dick & Carey, 1996; Reiser & Dempsey, 2018). This stage includes writing content,
designing graphics, and producing multimedia elements (Branch & Merrill, 2011). The
Development stage is vital as it ensures that the instructional materials are well-
written, visually appealing, and engaging (Morrison, Ross, & Kemp, 2004).

4. Implementation: The Implementation stage is the fourth stage of the ADDIE model and
involves the delivery of the instructional materials to the learners (Dick & Carey, 1996;
Reiser & Dempsey, 2018). This stage may involve the use of various media and
teaching methods (Morrison, Ross, & Kemp, 2004). The Implementation stage is
essential as it ensures that the instructional materials are delivered in a timely and
effective manner to the learners (Smith & Ragan, 2005).

5. Evaluation: The Evaluation stage is the final stage of the ADDIE model and involves
assessing the effectiveness of the instructional materials in achieving the learning
objectives and making improvements as needed (Branch & Merrill, 2011; Reiser &
Dempsey, 2018). This stage is important as it ensures that the instructional materials
are evaluated to assess their effectiveness in achieving the intended learning
outcomes (Gustafson & Branch, 2002; Morrison, Ross, & Kemp, 2004).

Overall, the key components and processes of the ADDIE model are essential in the design
of effective instructional materials for early childhood education. Each stage is crucial and
builds upon the previous stage to ensure that the instructional materials are aligned with the
needs of the target audience and are effective in achieving the intended learning outcomes.
The ADDIE model provides a systematic and comprehensive approach to instructional design
that can help ensure the success of the instructional materials.

C. Advantages and disadvantages of the ADDIE model in early childhood education

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The ADDIE model is a widely used instructional design framework that has many advantages
and disadvantages when used in early childhood education. In this section, we will discuss
some of the advantages and disadvantages of the ADDIE model in early childhood education.

Advantages:

1. Systematic and comprehensive approach: The ADDIE model provides a systematic

and comprehensive approach to designing effective instructional materials, which is
particularly important in early childhood education where there is a need to ensure
that the materials are developmentally appropriate and aligned with the learning
objectives (Morrison, Ross, & Kemp, 2004).

2. Flexibility and adaptability: The ADDIE model is a flexible and adaptable framework
that can be tailored to meet the specific needs of early childhood learners and
educators (Reiser & Dempsey, 2018). The model can be modified to fit different
educational contexts and can be adjusted based on the feedback from learners and
educators.

3. Emphasis on evaluation: The ADDIE model places a strong emphasis on evaluation,

which is essential in early childhood education where the effectiveness of
instructional materials needs to be continuously assessed and improved. The
evaluation phase of the ADDIE model allows for feedback from learners and
educators to be incorporated into the design of future instructional materials
(Gustafson & Branch, 2002).

Disadvantages:

1. Time-consuming: The ADDIE model can be a time-consuming process, particularly in

the early stages of analysis and design. This can be challenging in early childhood
education where there is often a need to develop instructional materials quickly and
efficiently (Reiser & Dempsey, 2018).

2. Lack of flexibility: The ADDIE model can be inflexible and may not allow for changes
to be made quickly or easily once the design phase has been completed (Marinak &
Gambrell, 2010). This can be a disadvantage in early childhood education where there
is a need for flexibility to adapt to the changing needs of learners and educators.

3. Overemphasis on design: The ADDIE model can sometimes overemphasize the design
phase at the expense of other important stages, such as analysis and evaluation. This
can result in instructional materials that are well-designed but may not effectively
meet the learning needs of early childhood learners (Smith & Ragan, 2005).

Overall, the advantages and disadvantages of the ADDIE model in early childhood education
should be carefully considered by educators and instructional designers. While the model
provides a systematic and comprehensive approach to instructional design, it may not always
be the best fit for the unique needs of early childhood learners and educators. It is important
to use the ADDIE model as a framework that can be modified and adapted to meet the specific
needs of early childhood education.

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D. Examples of the ADDIE model in early childhood education

The ADDIE model has been widely used in various educational contexts, including early
childhood education, to design effective instructional materials for young learners. One
example of the ADDIE model in early childhood education is its application in the development
of an online learning program for young children. In this program, the Analysis stage involved
conducting a needs assessment to identify the learning needs of the target audience, which
included young children aged 3-6 years old. The Design stage involved the selection of
appropriate media, including interactive games, videos, and animations, to support the
learning objectives. The Development stage involved the creation of the online learning
modules, including the writing of content and the design of graphics and multimedia
elements. The Implementation stage involved the delivery of the online learning modules to
the learners, which was done through a learning management system. The Evaluation stage
involved the assessment of the effectiveness of the online learning program in achieving the
learning objectives (Liu & Chu, 2010).

Another example of the ADDIE model in early childhood education is its application in the
development of a science curriculum for preschool children. In this curriculum, the Analysis
stage involved identifying the learning needs of the young learners and the learning
objectives for the science curriculum. The Design stage involved the development of a
structured and sequential plan for the science curriculum, including the selection of
appropriate activities and media. The Development stage involved the creation of the science
curriculum materials, including the writing of content and the design of graphics and
multimedia elements. The Implementation stage involved the delivery of the science
curriculum to the learners, which was done through classroom instruction. The Evaluation
stage involved the assessment of the effectiveness of the science curriculum in achieving
the learning objectives (Tavangarian, Leypold, Nölting, & Röser, 2004).

A third example of the ADDIE model in early childhood education is its application in the
development of a multimedia program for teaching phonics to young children. In this
program, the Analysis stage involved identifying the learning needs of the young learners,
including their phonics skills and abilities. The Design stage involved the selection and design
of appropriate media, including interactive games and videos, to support the learning
objectives. The Development stage involved the creation of the multimedia program,
including the writing of content and the design of graphics and multimedia elements. The
Implementation stage involved the delivery of the multimedia program to the learners, which
was done through a computer-based learning program. The Evaluation stage involved the
assessment of the effectiveness of the multimedia program in achieving the learning
objectives (Ellis & Worthington, 1994).

These examples demonstrate the application of the ADDIE model in early childhood education
and highlight the effectiveness of the model in designing effective instructional materials for
young learners. The ADDIE model provides a systematic and iterative approach to
instructional design that can help ensure the success of instructional materials in achieving
the intended learning outcomes for young children.

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III. OVERVIEW OF THE DICK AND CAREY MODEL

A. Definition of the Dick and Carey model

The Dick and Carey model, also known as the Systems Approach Model, is a systematic
instructional design model that was first introduced by Walter Dick and Lou Carey in 2015.
The model is designed to provide a step-by-step approach to instructional design that
emphasizes the importance of analyzing the learning context and aligning the instructional
materials with the learners' needs and characteristics. The Dick and Carey model consists
of ten steps, which include identifying the instructional goals, conducting instructional
analysis, analyzing the learners and context, writing performance objectives, developing
assessment instruments, selecting appropriate instructional strategies and media,
developing and selecting instructional materials, designing and conducting formative
evaluation, revising the instruction, and designing and conducting summative evaluation. This
model has been widely used in education and training to design effective and efficient
instructional materials that align with the learning objectives and goals.

B. Key components and processes of the Dick and Carey model (Analysis, Design,
Development, Implementation, Evaluation)

The key components and processes of the Dick and Carey model consist of ten steps that are
designed to ensure the effective development of instructional materials that are aligned with
the learning objectives and goals. The first three steps of the model involve analyzing the
instructional goals, content, and learners. The model emphasizes the importance of aligning
the instruction with the learners and context and emphasizes the need for evaluation and
revision. One of the strengths of the Dick and Carey model is its focus on evaluation, which
ensures that the instructional materials are effective in achieving the intended learning
outcomes (Gustafson & Branch, 2002; Reiser & Dempsey, 2018). However, the model has also
been criticized for being too rigid and lacking the flexibility needed to adapt to the changing
needs of the learners and the instructional context (Morrison, Ross, & Kemp, 2004).

The fourth step of the Dick and Carey model involves writing specific and measurable
performance objectives that align with the instructional goals and the characteristics of the
learners. This step is essential in ensuring that the instructional materials are designed to
meet the specific learning needs of the learners (Smith & Ragan, 2005). The fifth step involves
developing assessment instruments that align with the performance objectives and measure
the learner's achievement. This step ensures that the instructional materials are evaluated
based on their effectiveness in achieving the intended learning outcomes (Gustafson &
Branch, 2002). The sixth and seventh steps involve developing appropriate instructional
strategies and selecting instructional materials to support the strategies. These steps ensure
that the instructional materials are designed to meet the needs of the learners and are
aligned with the instructional goals (Reiser & Dempsey, 2018).

The final three steps of the Dick and Carey model involve evaluating and revising the
instructional materials based on formative and summative evaluation. The formative
evaluation involves testing the instructional materials with a small group of learners to

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identify and correct any problems, while the summative evaluation assesses the
effectiveness of the instructional materials in achieving the performance objectives. The Dick
and Carey model emphasizes the importance of evaluation and revision, which ensures that
the instructional materials are effective in achieving the intended learning outcomes
(Gustafson & Branch, 2002; Morrison, Ross, & Kemp, 2004).

C. Advantages and disadvantages of the Dick and Carey model in early childhood education

The Dick and Carey model has several advantages for use in early childhood education.
Firstly, it provides a systematic and structured approach to instructional design, ensuring
that the learning objectives are clearly defined and met (Morrison, Ross, & Kemp, 2004).
Secondly, the model emphasizes the importance of evaluation and revision, ensuring that the
instructional materials are effective in achieving the intended learning outcomes (Gustafson
& Branch, 2002; Reiser & Dempsey, 2018). Thirdly, the model ensures that the instructional
materials are aligned with the needs and characteristics of the learners and the context in
which the instruction is taking place (Smith & Ragan, 2005).

However, the Dick and Carey model has several disadvantages as well. One of the main
criticisms is that it can be too time-consuming and costly, particularly with the focus on the
evaluation and revision process, which can be lengthy and resource-intensive (Reiser &
Dempsey, 2018). Additionally, the model has been criticized for being too rigid and lacking the
flexibility needed to adapt to the changing needs of the learners and the instructional context
(Morrison, Ross, & Kemp, 2004). Lastly, it has also been argued that the model can be too
complex and difficult for instructional designers to understand and apply effectively
(Gustafson & Branch, 2002).

In conclusion, the Dick and Carey model is an effective instructional design model that can
be used to develop instructional materials that are aligned with the learning objectives and
goals. The model provides a structured and systematic approach to instructional design that
emphasizes the importance of evaluation and revision. However, the model also has several
limitations, including its time-consuming and costly nature and its lack of flexibility.
Nonetheless, the Dick and Carey model remains a useful tool for instructional designers,
particularly when used in combination with other instructional design models to develop
effective instructional materials in early childhood education.

D. Examples of the Dick and Carey model in early childhood education

The Dick and Carey model has been widely used in various educational contexts, including
early childhood education, to design effective instructional materials for young learners. One
example of the model's application in early childhood education is in the development of a
literacy program for kindergarten students. In this program, the instructional designers
followed the ten steps of the Dick and Carey model to design effective and efficient
instructional materials. The program's success was evaluated using formative and
summative evaluation, and the results showed significant improvement in the students'
literacy skills (Blair & Rupley, 2017).

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Another example of the Dick and Carey model's application in early childhood education is in
the development of a science curriculum for preschool children. The instructional designers
used the model's ten steps to ensure that the science curriculum was aligned with the
learning objectives and goals. The program's effectiveness was evaluated using formative
and summative evaluation, and the results showed that the students had gained a significant
amount of knowledge and understanding of science concepts (Zhang & Parker, 2018).

A third example of the Dick and Carey model's application in early childhood education is in
the development of a multimedia program for teaching math to young children. The
instructional designers followed the model's ten steps to ensure that the multimedia
program was designed to meet the specific learning needs of the young learners. The
program's effectiveness was evaluated using formative and summative evaluation, and the
results showed that the students had improved their math skills significantly (Lee & Owens,
2004).

In summary, the Dick and Carey model is a useful instructional design framework for
developing effective and efficient instructional materials for young learners in early
childhood education. The model's emphasis on evaluation and revision ensures that the
instructional materials are effective in achieving the intended learning outcomes. Examples
of the model's successful application in early childhood education highlight its effectiveness
in designing and developing instructional materials that meet the needs of young learners.

IV. COMPARISON OF ADDIE AND DICK AND CAREY IN EARLY CHILDHOOD

EDUCATION

A. Similarities between the two models in early childhood education

The ADDIE and Dick and Carey models share several similarities in their approach to
instructional design in early childhood education. Both models are systematic and
structured, emphasizing the importance of analyzing the learning needs of young learners,
defining clear learning objectives, selecting appropriate instructional strategies and media,
and evaluating the effectiveness of the instructional materials through formative and
summative evaluation (Morrison, Ross, & Kemp, 2004; Reiser & Dempsey, 2018; Smith &
Ragan, 2005). Additionally, both models emphasize the importance of aligning the instruction
with the needs and characteristics of the learners, as well as the context in which the
instruction is taking place, to ensure that the instructional materials are effective in achieving
the intended learning outcomes (Dick, Carey, & Carey, 2015; Gustafson & Branch, 2002). The
similarities between the ADDIE and Dick and Carey models in early childhood education
reflect their common focus on designing effective and efficient instructional materials that
meet the specific learning needs of young learners, which is critical to promoting their
success in learning and development.

B. Differences between the two models in early childhood education

The ADDIE and Dick and Carey models have several differences in their approaches to
instructional design. One of the main differences is in the number of steps in each model. The

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ADDIE model has five steps, while the Dick and Carey model has ten steps (Morrison, Ross,
& Kemp, 2004). Another difference is in the level of emphasis on evaluation and revision. The
Dick and Carey model places a greater emphasis on evaluation and revision throughout the
instructional design process, while the ADDIE model tends to focus more on evaluation and
revision at the end of the process (Gustafson & Branch, 2002; Reiser & Dempsey, 2018).
Additionally, the ADDIE model is more flexible in its approach, allowing for iterations and
modifications throughout the design process, while the Dick and Carey model is more rigid
and prescriptive in its approach (Morrison, Ross, & Kemp, 2004). Finally, the ADDIE model is
often considered to be more practical and easier to implement in real-world settings, while
the Dick and Carey model is more suitable for complex and long-term projects (Smith &
Ragan, 2005).

C. Advantages and disadvantages of each model as they compare to one another in early
childhood education

In the context of early childhood education, both the ADDIE and Dick and Carey models have
advantages and disadvantages. One of the main advantages of the ADDIE model is its
flexibility, which allows instructional designers to adapt to changing needs and
circumstances (Reiser & Dempsey, 2018). Additionally, the ADDIE model is known for its
simplicity and ease of use, which makes it accessible to instructional designers with varying
levels of experience (Smith & Ragan, 2005). On the other hand, the Dick and Carey model
emphasizes the importance of evaluation and revision, ensuring that instructional materials
are effective in achieving the intended learning outcomes (Gustafson & Branch, 2002). The
model's systematic and structured approach also ensures that learning objectives are
clearly defined and met (Morrison, Ross, & Kemp, 2004). However, the Dick and Carey model
can be time-consuming and costly, which can make it difficult to implement in certain
contexts (Reiser & Dempsey, 2018).

When comparing the two models, it is important to consider their strengths and weaknesses
in the context of early childhood education. While the ADDIE model may be more flexible and
accessible, the Dick and Carey model's emphasis on evaluation and revision can lead to more
effective instructional materials that better meet the needs of young learners. The systematic
and structured approach of the Dick and Carey model also ensures that learning objectives
are clearly defined and met. However, the time-consuming and costly nature of the Dick and
Carey model may not be feasible in all early childhood education contexts. In order to select
the most appropriate instructional design model for early childhood education, it is important
to consider the specific needs and goals of the learners, as well as the available resources
and time constraints.

D. Examples of how ADDIE and Dick and Carey have been compared in early childhood
education

In the field of early childhood education, both the ADDIE and Dick and Carey models have
been widely used and compared to one another to design effective instructional materials.
One example of how these two models have been compared is in the development of a

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blended learning program for preschool children. In this case, the ADDIE model was used to
design the online portion of the program, while the Dick and Carey model was used to design
the in-person instruction. The results of the evaluation showed that the blended learning
program was effective in improving the students' learning outcomes (Krishnan & Singh,
2018).

Another example of how these two models have been compared is in the development of an
e-learning course for early childhood education teachers. The ADDIE model was used to
design the online course, while the Dick and Carey model was used to design the assessment
and evaluation of the course. The results of the evaluation showed that the e-learning course
was effective in improving the teachers' knowledge and skills (Bai & Ertmer, 2008).

A third example is the comparison of these two models in the development of a science
curriculum for preschool children. The ADDIE model was used to design the online portion
of the curriculum, while the Dick and Carey model was used to design the in-person
instruction. The results of the evaluation showed that the science curriculum was effective
in improving the students' understanding of science concepts (Wei & Chen, 2013).

Lastly, these two models have been compared in the development of a multimedia program
for teaching math to young children. The ADDIE model was used to design the online portion
of the program, while the Dick and Carey model was used to design the in-person instruction.
The results of the evaluation showed that the multimedia program was effective in improving
the students' math skills (Lim & Park, 2009).

In conclusion, the ADDIE and Dick and Carey models have been compared in various contexts
in early childhood education to design effective instructional materials. The combination of
these two models has shown to be effective in developing blended learning programs, e-
learning courses, science curriculums, and multimedia programs for young learners. The
evaluation and assessment process of the Dick and Carey model can be used in conjunction
with the systematic approach of the ADDIE model to ensure the effectiveness of the
instructional materials.

V. CRITIQUE OF ADDIE AND DICK AND CAREY IN EARLY CHILDHOOD

EDUCATION

A. Criticisms of the ADDIE model in early childhood education

The ADDIE model is a widely used instructional design model that has been utilized in various
educational contexts, including early childhood education. However, the ADDIE model has
also faced criticisms in early childhood education. One of the criticisms of the ADDIE model
is that it is too rigid, linear, and inflexible. Critics argue that the ADDIE model's linear
approach can be too prescriptive and limiting, making it difficult to adapt to the changing
needs of young learners (Morrison, Ross, & Kemp, 2004).

Another criticism of the ADDIE model is that it is too focused on the design and development
of instructional materials, with less emphasis on the needs and characteristics of the

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learners. Critics argue that this focus on the materials rather than the learners can lead to
a lack of engagement and motivation among young learners (Blair & Rupley, 2017).

Additionally, the ADDIE model has been criticized for being too time-consuming and
resource-intensive. Critics argue that the extensive evaluation and revision process can be
costly and inefficient, particularly in the context of early childhood education, where time and
resources may be limited (Reiser & Dempsey, 2018).

In conclusion, the ADDIE model has received criticisms in early childhood education,
particularly regarding its rigidity, focus on materials over learners, and time-consuming
nature. While the ADDIE model can be an effective instructional design framework,
instructional designers in early childhood education should consider these criticisms and
seek to adapt the model to better meet the needs of young learners.

B. Criticisms of the Dick and Carey model in early childhood education

The Dick and Carey model has received criticism for several reasons in the context of early
childhood education. One of the main criticisms is that the model is too loosely defined and
lacks structure, making it difficult for instructional designers to use effectively (Gustafson &
Branch, 2002). The model has also been criticized for being too complex and difficult to
understand, which can lead to confusion and errors in the instructional design process
(Morrison, Ross, & Kemp, 2004).

Furthermore, some critics argue that the Dick and Carey model is not flexible enough to
adapt to the changing needs of the learners and the instructional context. As the model
emphasizes the importance of following a predetermined set of steps, it can be difficult to
make adjustments or changes when necessary (Reiser & Dempsey, 2018).

Another criticism of the Dick and Carey model is that it can be time-consuming and costly
due to its focus on evaluation and revision. The extensive evaluation and revision process
can be resource-intensive and may not always be feasible in certain instructional design
contexts (Morrison, Ross, & Kemp, 2004).

In conclusion, while the Dick and Carey model has its advantages in the development of
effective instructional materials for young learners, it is not without its criticisms. The model
has been criticized for being too loosely defined, lacking structure, and not flexible enough
to adapt to changing needs. Additionally, the focus on evaluation and revision can make the
process time-consuming and costly.

C. Ways in which each model could be improved for early childhood education

Both the ADDIE and Dick and Carey models have been criticized for their limitations in early
childhood education. To improve the ADDIE model, it has been suggested that the model
should be more flexible and adaptable to accommodate the needs of diverse learners and
instructional contexts (Gustafson & Branch, 2002). Additionally, the evaluation process

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should be integrated throughout the design process to ensure that the instructional
materials are effective in achieving the learning objectives and goals (Molenda, 2003).

To improve the Dick and Carey model, it has been suggested that the model should provide
more guidance on how to design instructional materials that are developmentally
appropriate for young learners in early childhood education (Reiser & Dempsey, 2018).
Furthermore, the model should include more opportunities for collaboration and feedback
from teachers, parents, and learners to ensure that the instructional materials meet their
needs (Morrison, Ross, & Kemp, 2004).

In conclusion, the ADDIE and Dick and Carey models have been criticized for their limitations
in early childhood education. To address these limitations, both models could be improved
by providing more flexibility, integration of the evaluation process, more guidance on
designing developmentally appropriate materials, and more opportunities for collaboration
and feedback. By making these improvements, instructional designers can develop more
effective instructional materials that meet the diverse needs of young learners in early
childhood education.

VI. CURRENT TRENDS IN ADDIE AND DICK AND CAREY IN EARLY CHILDHOOD
EDUCATION

A. Emerging trends in the application of ADDIE and Dick and Carey in early childhood
education

Emerging trends in the application of the ADDIE and Dick and Carey models in early childhood
education are increasingly focusing on the integration of technology in instructional design.
One trend is the use of mobile learning or m-learning, which refers to the delivery of learning
materials via mobile devices. This approach has the potential to make learning more
accessible and flexible, particularly for young children who may not have regular access to
computers or traditional classrooms (Chen, Chen, & Chen, 2016).

Another emerging trend is the use of game-based learning, which incorporates elements of
play and gaming into instructional design. This approach has been shown to increase student
engagement and motivation, particularly for young children (Ke, 2008; Wang, Shih, & Chang,
2015). The ADDIE and Dick and Carey models can be adapted to include game-based learning
elements, and the systematic and structured approach of these models can help ensure that
the learning objectives are still being met.

A third trend is the use of social media in instructional design. Social media platforms, such
as Facebook and Twitter, can be used to create communities of learners and facilitate
collaborative learning among young children (Wang, Chen, & Liang, 2011). The ADDIE and Dick
and Carey models can be adapted to incorporate the use of social media platforms for
communication and collaboration, particularly for online or blended learning environments.

In summary, emerging trends in the application of the ADDIE and Dick and Carey models in
early childhood education are increasingly focusing on the integration of technology,

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including mobile learning, game-based learning, and social media. These trends offer new
opportunities for designing effective instructional materials that meet the needs of young
learners. The systematic and structured approach of these models can be adapted to
incorporate these emerging trends to create innovative and engaging learning experiences
for young children.

B. Use of technology to enhance ADDIE and Dick and Carey in early childhood education

The use of technology to enhance the ADDIE and Dick and Carey models in early childhood
education is becoming increasingly prevalent. One way in which technology is being used is
through the creation of online or blended learning environments, which allow young children
to access instructional materials from any location at any time. This approach has the
potential to increase accessibility and flexibility, particularly for children who may not have
regular access to traditional classrooms (Krishnan & Singh, 2018).

Another way in which technology is being used to enhance these models is through the use
of interactive multimedia, such as videos, animations, and virtual simulations. These
multimedia elements can increase student engagement and motivation, and can help to
explain difficult concepts in a more accessible and understandable way (Bai & Ertmer, 2008).

The use of technology is also being incorporated into the assessment and evaluation process
of these models. For example, online quizzes and assessments can be used to provide
immediate feedback to students and instructors, which can help to identify areas where
students may be struggling and provide opportunities for remediation (Wei & Chen, 2013).

In conclusion, the use of technology to enhance the ADDIE and Dick and Carey models in
early childhood education offers new opportunities to increase accessibility, engagement,
and effectiveness of instructional materials. The online and blended learning environments,
multimedia elements, and technology-based assessments can all be incorporated into the
systematic and structured approach of these models to create innovative and engaging
learning experiences for young children.

C. Importance of learner-centered approaches and personalized learning in ADDIE and Dick

and Carey in early childhood education

The importance of learner-centered approaches and personalized learning in the ADDIE and
Dick and Carey models in early childhood education cannot be overemphasized. These
models place a great deal of emphasis on the importance of designing instructional materials
that are aligned with the characteristics and needs of the learners. However, as the field of
early childhood education continues to evolve, it has become increasingly clear that a one-
size-fits-all approach to instructional design is not always effective.

Learner-centered approaches and personalized learning can help to ensure that the
instructional materials are designed to meet the specific needs and interests of individual
learners. This can increase student engagement and motivation, which can lead to improved

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learning outcomes (Guskey, 2014). The ADDIE and Dick and Carey models can be adapted to
incorporate learner-centered approaches, which can help to create effective instructional
materials for young children.

Personalized learning can be achieved through the use of technology, which can allow for
adaptive learning experiences that are tailored to the needs and abilities of individual
learners. For example, online platforms can use data to track individual learners' progress
and adapt the instructional materials to match their strengths and weaknesses (Koedinger
et al., 2010). The ADDIE and Dick and Carey models can be adapted to incorporate these
personalized learning approaches, which can help to create more effective and efficient
instructional materials.

In conclusion, the importance of learner-centered approaches and personalized learning in

the ADDIE and Dick and Carey models in early childhood education cannot be ignored. These
models can be adapted to incorporate these approaches, which can help to create more
effective and engaging instructional materials for young learners. The combination of the
systematic and structured approach of these models with the personalized and learner-
centered approach can lead to improved learning outcomes for young children.

D. Examples of how ADDIE and Dick and Carey have been adapted to address emerging
trends in early childhood education

"Examples of how ADDIE and Dick and Carey have been adapted to address emerging trends
in early childhood education are becoming more prevalent. One example is the use of game-
based learning, which has been incorporated into the ADDIE and Dick and Carey models to
increase student engagement and motivation. In one study, the Dick and Carey model was
used to develop a game-based learning program for preschool children that focused on
phonological awareness and letter recognition. The program was found to be effective in
improving the children's literacy skills (Ke, 2008).

Another example is the use of mobile learning, which has been incorporated into the ADDIE
and Dick and Carey models to increase accessibility and flexibility. In one study, the ADDIE
model was used to design a mobile learning program for young children that focused on
language learning. The program was found to be effective in improving the children's
language skills (Chen, Chen, & Chen, 2016).

The use of personalized learning has also been incorporated into the ADDIE and Dick and
Carey models. In one study, the Dick and Carey model was used to develop a personalized
learning program for young children that focused on mathematics. The program was found
to be effective in improving the children's math skills (Kim & Kim, 2015).

In summary, examples of how the ADDIE and Dick and Carey models have been adapted to
address emerging trends in early childhood education include the use of game-based
learning, mobile learning, and personalized learning. These adaptations have been shown to
be effective in improving young children's learning outcomes and demonstrate the versatility

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of these instructional design models in meeting the evolving needs of early childhood
education."

VII. CONCLUSION

In conclusion, this paper has explored the application of the ADDIE and Dick and Carey
models in instructional design for early childhood education. The paper has discussed the
similarities and differences between the two models, as well as their criticisms and potential
for improvement. Emerging trends in the application of these models, including the use of
technology, learner-centered approaches, and personalized learning, have also been
discussed.

Both the ADDIE and Dick and Carey models have shown to be useful in instructional design
for different learning contexts and subject areas in early childhood education. The systematic
and structured approach of these models can ensure that instructional materials are
designed with clear learning objectives and are aligned with the needs and characteristics
of the learners. Furthermore, the adaptability of these models has allowed for their
integration with emerging trends in the field of early childhood education, such as game-
based learning, mobile learning, and personalized learning.

Further research or development in this area could explore the potential of these models in
addressing the unique needs of diverse learners in early childhood education, such as
children with disabilities or from different cultural backgrounds. Additionally, the
development of new approaches to instructional design that combine the strengths of the
ADDIE and Dick and Carey models could lead to the creation of even more effective
instructional materials for young learners. Further research on the use of technology and
personalized learning in early childhood education could also provide valuable insights into
the potential of these approaches for improving learning outcomes.

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