A Study of Young Children’s Storytellingin A Preschool Classroom

• Main Authors: Chiu, Haoching, 邱晧青
• Other Authors: Chen, ShuChin
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/45516791865580530263

碩士 === 國立臺中教育大學 === 幼兒教育學系碩士班 === 101 === The aims of this study are to examine the process of implementing young children’s storytelling in a preschool class, the strategies used by the teachers and the impacts of storytelling on young children. This research adopts the qualitative research method. The researcher collects the related data through participant observation, in-depth interview, and document collecting. Triangulation is applied for data analysis in order to provide multiple perspectives on the major themes of the findings. The findings are as following. The process of the implementing young children’s storytelling in this target class can be divided into two dimensions: “physical environment” and “social context.” In the “physical environment”, arranging appropriate space, setting routine Story Time and encouraging the use of multiple narrative materials are helpful for storytelling activities. In the “social context”, making the rules of the activities, having the positive responses from the teachers and interacting with peers make the young children have the opportunities for social interactive learning and scaffolding the capacity of narrating stories. The strategies adopted by the teachers for young children’s storytelling in the classroom are: giving assistance in different ways to correspond with individual abilities of young children; to demonstrate the functions of stories in young children’s daily lives and the different storytelling skills; giving acceptance and encouragement to make young children be confident of telling stories; and providing young children the opportunities to challenge themselves and encouraging them to try different types of storytelling. The impacts of storytelling on young children can be illustrated by four aspects: change in attitude toward telling stories, enhancing the knowledge of books, the application of symbols and language, and the performance of telling stories. Based upon the findings, the researcher proposes recommendations to preschool teachers, parents, and future studies.