| Summary: | 碩士 === 國立嘉義大學 === 幼兒教育學系研究所 === 102 === The intention of this qualitative case study was to explore a volunteer storyteller’s journey in Kindergarten of Taipei School for the Visually Impaired. The researcher analyzed the volunteer storyteller’s view of being a volunteer storyteller, the difficulties he had in the journey, and the ways he solved them, as well as the interactions between the volunteer and the visually impaired young children. The following research findings were concluded.
(1) The results showed the research participant's motive for being a volunteer storyteller was derived from his belief that reading has its benefits for children. Therefore he participated in training courses and became a volunteer storyteller. He recognized the importance of volunteer storytellers. He also engaged in self-development after becoming a volunteer storyteller.
(2) At the beginning of storytelling, the volunteer felt frustrated because it was his first time working with visually impaired children, and could not accommodate the children’s special needs immediately. Instead of giving up, he tried his best to find solutions for the difficulties. He discussed with the teacher and learned about the characteristics of each visually impaired child. Then he prepared the materials and the lesson plans for storytelling. In order to ease children’s anxiety, he provided verbal prompts to comfort them.
(3) In this study, visually impaired young children showed various reactions in storytelling activities. Some replied properly while others kept silence. The volunteer storyteller found that children expressed high interests if he used proper materials. Suitable three-dimensional books, such as lift-the-flap books and pop-up books, were welcomed.
Based on the results, the researcher has the following suggestions:
(1) For volunteer storytellers: A volunteer storyteller should try to understand his/her audience's characteristics when preparing storytelling activities.
(2) For future researchers: Future studies may focus on how stories influence visually impaired young children’s language ability and how volunteer storytellers work with children with different kinds of learning difficulties or impairments.
|
|---|
