Storytelling: The Seeds of Children's Creativity

2000 ◽  
Vol 25 (3) ◽  
pp. 1-5 ◽  
Author(s):  
Louise Phillips
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Learning Environments ◽  
Sense Of Community ◽  
Educational Program ◽  
Memory Recall ◽  
Educational Tool ◽  
Creative Potential ◽  
Early Literacy Development ◽  
Effective Role

Storytelling is an effective educational tool that features strongly across all cultures since human language evolved. Today, it is rarely heard in conventional learning environments. This paper describes an educational program based on storytelling. Research shows that storytelling has the ability to build a greater sense of community, enhance knowledge and memory recall, support early literacy development, and expand creative potential in young children. This program explores storytelling's potential for this through a broad range of extension activities. Conclusively, it is argued that storytelling has a highly effective role to play in the education of young children.

scholarly journals Research Roundup: Brain and Body Working Together

2020 ◽  
Vol 18 (1) ◽  
pp. 38
Author(s):  
Betsy Diamant-Cohen ◽  
Katie Scherrer
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Motor Skills ◽  
Literacy Development ◽  
Literacy Practices ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Youth Services ◽  
Early Literacy Development ◽  
Working Together

Using movement in the storytime setting is not new. Most presenters know that, at minimum, movement is a great tool for helping young children “get the wiggles out” and have fun before resettling for the parts of the program that require more attention and focus.However, much like the use of songs, props, and conversation in the days before youth services staff were well-versed in the development of early literacy competencies, the use of movement in storytime is often intuitive rather than intentional. The great news is that these instincts to utilize movement are right on track! Not only does movement help children build gross and fine motor skills, emerging research indicates combining movement with early literacy practices actually boosts early literacy development as well.

Designing Quality Tier One Learning Environments for Emergent and Early Readers

2008 ◽  
Vol 15 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Sonia Q. Cabell ◽  
Anita S. McGinty ◽  
Allison Breit ◽  
Laura Justice
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Learning Environments ◽  
Literacy Development ◽  
Speech Language Pathologists ◽  
Literacy Support ◽  
Early Readers ◽  
Early Literacy Development ◽  
Early Childhood Classrooms

Abstract In this article, the authors discuss high priority instructional targets that should be addressed in early childhood classrooms to support emergent and early literacy development. Additionally, this article discusses the collaborative role speech-language pathologists can play in providing early literacy support at varied stages of the RTI process.

Sharing stories: An exploration of genres in storytimes

2019 ◽  
Vol 52 (3) ◽  
pp. 905-915 ◽  
Author(s):  
Jacqueline Kociubuk ◽  
Kathleen Campana
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Literacy Development ◽  
Public Library ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Video Recordings ◽  
Early Literacy Development

Exposure to a variety of stories can support many early literacy skills for young children. Using video recordings from a previous study that examined early literacy in public library storytimes, this study investigated the use of genre and story variety in storytimes for young children (birth to 60 months). Findings showed that attendees were primarily exposed to stories from the storybook/narrative genre with limited use of both non-narrative and narrative informational genres in number of stories and time spent reading each genre. Story variety and the use of current titles can be improved to better support early literacy development in public library storytimes.

What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

2019 ◽  
Vol 50 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Elizabeth Runnion ◽  
Shelley Gray
Keyword(s):  
Hearing Loss ◽  
Early Literacy ◽  
Skill Development ◽  
Reading Proficiency ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Early Literacy Development ◽  
Literacy Skill Development ◽  
Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

A, B and (not) Seeing: Animals and Other Ironies in Alphabet Books

2019 ◽  
Vol 41 (2) ◽  
pp. 219-237
Author(s):  
Jennifer Ford
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Word Play ◽  
Word And Image ◽  
Alphabet Books ◽  
Child Readers

For generations, alphabet books have been widely used by parents, librarians and teachers as early literacy tools for young children. Through images, word play and the interactions between word and image, alphabet books have the effect of introducing preliterate young children to the names, images, symbols and concepts regarding animals, what Matthew Calarco has called ‘symbolic mechanisms’ of animals—names, images, concepts, cultural associations of animals—yet they can also be deconstructive of those same mechanisms. Derrida's insights into the contradictory logic of the supplement and parergon as well as the ‘destabilising synergies of word and image’ offer deconstructive readings of alphabet books for adult and child readers. Recognising what Derrida calls the ‘childlike’ in texts such as alphabet books creates unique polymorphous spaces for the further interrogation of notions of animals.

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