ERIC Number: EJ1262461
Record Type: Journal
Publication Date: 2020
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4279
EISSN: N/A
Young Children's Use of Narrative Strategies and the Role of the Teacher as Side Coach in Dramatic Play
Altidor-Brooks, Alison; Malec, Alesia; Stagg Peterson, Shelley
Education 3-13, v48 n6 p661-673 2020
This study examined children's use of narrative strategies and social purposes in dramatic play through a sociocultural theoretical lens. We analysed language and nonverbal communication in play scenarios involving 17 kindergarteners and their teacher. Children used language and other communication modes to develop plot, character, and setting. Children provided information, asked questions and regulated others' behaviour to develop and support plot. Character development was achieved through expressing needs, feelings and opinions. The teacher supported children's narrative development by providing cultural knowledge. Findings show dramatic play to be an authentic context for observing children's knowledge of narrative development and supporting literacy.
Descriptors: Young Children, Coaching (Performance), Dramatic Play, Nonverbal Communication, Verbal Communication, Kindergarten, Preschool Teachers, Emergent Literacy, Story Telling, Rural Schools, Foreign Countries, Video Technology, Teacher Role, Interaction
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A