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ERIC Number: ED400101
Record Type: Non-Journal
Publication Date: 1996
Pages: 47
Abstractor: N/A
Reference Count: N/A
Helping Preschoolers Become Better Storytellers: A Teacher's Perspective.
Mardell, Benjamin
Good storytellers possess polished presentation skills, own a fundamental tool for understanding the world, and are well prepared to learn to read and write, all of which are important in school. This study systematically documented and analyzed the implementation of a storytelling program in a preschool classroom at a cooperative day care center in Cambridge, Massachusetts. The program had three parts: children listening to adults tell stories, children performing stories in front of their peers, and children meeting with the teacher/researcher to plan out their story performances. The adult stories, children stories, and child-teacher conferences were taped and transcribed, and relevant observations about the children's behavior and parental comments were recorded. The data were coded to describe child-teacher interactions and to discover similarities among stories told during the program. (Results of that analysis were presented in a separate paper.) Interpretation of the program implementation from a teacher's perspective yielded four guiding principles for helping children tell better stories: (1) creating a "community of storytellers" is essential in implementing a storytelling curriculum; (2) adult models of storytelling can be a powerful instructional tool; (3) teachers should take an active role in helping children tell their stories; and (4) there are limits to how much teachers should teach about storytelling. (Contains 9 references.) (EV)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A