Contemporary pre-school education is shaped globally by media saturation culture. Given that children engage with multimodal textual practices in their everyday lives, there is a growing consensus that the concept of literacy should be expanded to encompass multimodal media forms and practices within formal educational contexts. A concrete part of media literacy is visual literacy that is part of media culture but at the same time can stand alone in the educational context. The present research is a multi - case study intervention in preschools in Greece that illustrates the way the creation of stop motion animation videos can be an effective way to apply media literacy in very young children. Drawing from two different case studies that emerged during the "Applied Preschool Pedagogy II" course of the SECED department of the Faculty of Education (Aristotle University of Thessaloniki) students reflected on the short internship project that undertook during the semester in the field of the class dedicated on "Screen Cultures." The outcomes of the present study demonstrate that children were able to draw inspiration from, assume the role of creators and disseminate captivating narratives underpinned by multiple literacies through the medium of stop motion animation. Moreover, the study highlights the importance of integrating digital storytelling and visual literacy in early childhood education to foster creativity, collaboration and critical thinking skills. Educators can use digital media to support children's learning in a way that is engaging, motivating, fun and 21st-century aligned.