Oral Storytelling: Building Community through Dialogue, Engagement, and Problem Solving

Autor/in	Berkowitz, Doriet
Titel	Oral Storytelling: Building Community through Dialogue, Engagement, and Problem Solving
Quelle	In: Young Children, 66 (2011) 2, S.36-40 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Story Telling; Picture Books; Dramatic Play; Young Children; Emotional Development; Problem Solving; Imagination; Preschool Children; Reading Aloud to Others; Role Playing; Early Childhood Education + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Dramatisches Mittel; Theaterstück; Frühe Kindheit; Gefühlsbildung; Problemlösen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rollenspiel; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Oral storytelling supports young children's learning and development differently than stories read aloud from picture books. It gives children an opportunity to exercise their imagination, communicate effectively, enhance their social literacy, and build community in a different way. Oral storytelling encourages a heightened and more sophisticated level of engagement among preschoolers through its invitation for role-playing and performance. Educators can support young children's cognitive, language, social, and emotional development by using some of the storytelling techniques illustrated in this article. Teachers can also record (by writing, using audio or videotape, or a combination of these methods) the children's conversations and document their interactions in order to better examine and validate the unique paths of inquiry that children open every day in their dramatic play and oral storytelling. Documenting this development over time allows educators and families to follow and mark interesting milestones in the way a child processes, represents, and communicates his thinking and understanding of life experiences. Often documentation reveals themes in children's observations and questions that teachers can intentionally incorporate in the curriculum. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10