Date of Award
Spring 5-1-2017
Document Type
Thesis
Degree Name
Master of Science in Education (MSEd)
First Advisor
Cathleen Wiggins
Abstract
This paper aims to provide context for the use of an open-ended tool called Story Stones for engaging young students in creative discussion. Story Stones are a collection of palm-sized rocks with transposed images attached. Student ages within this discussion range between two and seven years old, accompanied by adult caregivers in the Sugar Hill Children’s Museum of Art and Storytelling in Harlem, New York and Not Just Art childhood enrichment center in Oyster Bay, New York. The method of observation and analysis consisted of presenting Story Stones in an open-ended, hands-on invitation to visitors of the museum and enrichment center. Through observations of children’s interactions with Story Stones, several relevant domains presented themselves, including the Reggio Emilia approach to education and the Theory of Loose Parts. Sharing Story Stones or sharing ideas inspired by Story Stones is a communal experience, a kinesthetic experience, an aesthetic experience that will make an imprint on children and their caregivers.
Recommended Citation
Berch, N. (2017). A Study of Story Stones in Informal Learning Environments. New York : Bank Street College of Education. https://educate.bankstreet.edu/independent-studies/185
Comments
Museum Education: Childhood (Certification)