ERIC Number: EJ723374
Record Type: Journal
Publication Date: 2005
Reference Count: 65
Literacy Learning and Pedagogical Purpose in Vivian Paley's "Storytelling Curriculum"
Cooper, Patricia M.
Journal of Early Childhood Literacy, v5 n3 p229-251 2005
Vivian Gussin Paley's "storytelling curriculum" consists of two interdependent activities, dictation and dramatization. It has long been recognized for its impact on young children's psychosocial, language, and narrative development. As a result of the Bush administration's educational policies, holistic, play-based curricula like storytelling are rapidly being replaced in early childhood classrooms across America by curricula aimed at specific sub-skills of the reading and writing process. This article provides a structural analysis of what happens when children dictate and dramatize original stories in the pre-kindergarten and kindergarten classroom. It highlights the opportunities for literacy learning around specific literacy sub-skills that are available in this holistic, play-based activity as well as the teacher's role in the process. It also looks at the storytelling curriculum's relationship to the goals of a "balanced" approach to early literacy instruction, including oral language development, narrative form, and word study.
Descriptors: Emergent Literacy, Young Children, Play, Class Activities, Story Telling, Literacy Education, Verbal Communication, Dramatic Play, Teacher Role, Teaching Methods, Early Childhood Education
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Kindergarten
Authoring Institution: N/A