The Effects Of Storytelling On Early Childhood Development

Dramatic play permits children to fit the reality of the world into their own interests and knowledge. One of the purest forms of symbolic thought available to young children, dramatic play, contributes strongly to the intellectual development of children. Young children learn by imagining and doing and dramatic play allows them to do so. Dramatic play also promotes the use of speaking and listening skills. When children take part in this type of play, they practice words they have heard others say, and realize that they must listen to what other “players” say in order to be able to respond in an appropriate fashion. This style of play also promotes the development of social skills through interaction with others, peers or adults, which is a necessary factor in a child’s future.

Learning to read and write as a child is an experience that all can relate to. The average child learns to read and write at the early ages of three and four. Developing literacy at an early age is crucial to academic development as well as to performance in life. Early development can be just what a child needs to stimulate their minds, which in turn is assisting in the evolution of their future. The early and latter stages of development in a child’s literacy journey are the makings for their reading and writing skills. It also plays part in their analysis of obstacles as well as their developed or problematic literacy future. A child

Introduction to reading comes through phonetic reading boxes. The reading boxes are cleverly organized, going from simple to the complex. Reading does not follow the same process of writing, which is taking our own thoughts and symbolizing. When we read, it is not our language with which we are working with, it is the author’s language. Reading is the analysis of the language followed by a synthesis. Story telling and socio-dramatic play in the environment can help the child develop an imagination that fosters a higher capability to understand what is being read to them.

Books are some of the best teachers we have “they teach us vocabulary social skills and new ways of thinking”(leigh). It’s also true that textbooks could teach a child this, but not in the way they would learn from a story. When a child is really engaged in a story they will learn a lot more than they think. “Books teach us history ”(leigh). and many books are based on certain time periods or cover certain events. When a child reads these stories, they will retain the

Reading the story as told by a young child gives the audience a deeper understanding about what the next

Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and

The Social Story allowed me to participate as an effective team member to support collaboration in early childhood setting. Working with the program director we determine the behaviors, which needed to be addressed in the social story along with developing a social story founded in the interests of the child. The ELL Family/Teacher Collaboration Project also demonstrated my ability to demonstrate appropriate interpersonal skills to support collaboration in a preschool setting. I interview a program director to understand her philosophy on ELL learners and how her

Imagine you're first day at kindergarden in a brand new school bigger city and you dont know anyone. When I started kindergarden I was the new kid because I had just moved here to Mason City. I was always the most nervous doing anything new for the first time, Ive always had really bad anxiety.

Stories Explained Introduction Myths, fairy tales, folk tales, legends and fables - we all grew up hearing various wonderfully descriptive stories from each of the above listed categories. We might not have known that there are different categories for the stories we heard, maybe you thought, just like me, that a story was just a story: something to entertain and captivate you on a rainy day or a trigger to ensure vastly creative dreams as it is read moments before you fall asleep. Each of the stories that you have heard belongs to a specific category. Myths and legends are both based on historical events, but neither of them is true since the events went undocumented and no proof was found to substantiate the claims. In a myth the story

Stories can help children discover the cultural diversity of the world and understand the similarities and differences between theirs

Children love to hear a story because they can use their imagination while they listen, and storytelling is one of wonderful ways to teach children language and literacy skills. A good storytelling uses a variety of props, such as puppets, fingers, costumes, and changes a tone of voices and facial expressions in order to bring characters alive (Temple, Martinez, & Yokota, 2015). In addition, a good storytelling creates friendly atmosphere by “set off from day-to-day speech” (Temple, Martinez, & Yokota, 2015, p. 185). Moreover, a great storyteller creates an opportunity for children to participate in repetition lines, song, and physical movement (Temple, Martinez, & Yokota, 2015). Importantly, a great storytelling delivers emotion, thoughts, and experiences to children (Temple, Martinez, & Yokota, 2015).

Reading is a skill often taken for granted but it is essential in order to progress in life. For a child being able to read well helps them learn new things, give ideas and enables use of imagination. National literacy trust (2015) suggests that children’s early language skills can have a major impact on a child’s development of literacy skills. Five-year olds with poor language and literacy have a higher risk of underachieving at age seven and beyond. Reading skills encourage more opportunities in life and it can affect a child’s wellbeing if they do not achieve this effectively (Finnegan,2015).

Learning stories are widely used techniques to assess children’s learning in early childhood centre (Blaiklock, 2008) and also link with the New Zealand early childhood curriculum “Te Whariki” (Ministry of Assignment 1: Critique of Artefact

Many researchers believe that storytelling has a positive impact on children in terms of their oral language development and fluency. According to (Genishi & Dyson, 2015) story telling engages both sides of the child’s brain thereby allowing them to create a context where certain words be placed during conversation or any form of communication. Stories make children imagine therefore creating motion pictures in their brains and as such the children can copy and say the same words on their own while playing or imitating the story characters. Stories develops the inner world of imagination and creative thinking. Children tap into their imaginative minds and provide their own imagery. As such children can easily create meanings of unknown words. Just like storytelling, read aloud sessions have also been shown to boost children vocabulary and correct pronunciation, thus improving their oral skills. Children aged between three to five years have a higher concentration and listening skills, so stories considered to be a great tool to promote their phonetic knowledge and to hone their presentation skills. Children have to remember key points of the plot and character names. This is an excellent exercise to enhance memorization skills and it also may help guide children in their oral language. (Zipes, 2013)

“Once upon a time, in a land faraway” ...thus begins the story; then the magic happens! Stories have been in existence since time immemorial. It would be unfair to undermine their importance to children and the society at large. There are many theories surrounding the impact of story-telling and reading to the listening and oral competencies as well as reading and writing skills for young children. Stories are told both at home or in pre-schools by teachers as young children listen to a storyteller, they’re hearing