Date of Award
7-2024
Document Type
Thesis
Degree Name
Master of Science in Education (MSEd)
First Advisor
Mollie Welsh Kruger
Abstract
Study on oral storytelling in early childhood education is ample. Study on oral storytelling in the elementary grades, however, is limited. This is likely due to the connection between storytelling and dramatic play, a creative and imaginative exercise that loses value in many classrooms as children grow. The emergent themes across the developmental stages of seven, eight, and nine year olds illustrate the need for and power of storytelling in second and third grade classrooms. The Storytelling Study is an interdisciplinary, multimodal curriculum in which children foster deeper understandings of themselves and others through the exploration of oral storytelling. The study begins with an examination of the oral storytelling traditions of Indigenous and Black communities. Then, students learn about family stories and practice telling their own family stories to others. Lastly, inspired by early childhood educator Vivian Paley’s work, students write and act out their own imaginative stories. Through this study, teachers will support their students in the hard work of identity formation, as well as the development of empathy and literacy and social studies understandings.
Recommended Citation
Moses, G. (2024). The Storytelling Study: Understanding Ourselves and Others Through Storytelling. New York : Bank Street College of Education. https://educate.bankstreet.edu/independent-studies/410
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Methods Commons
Comments
Childhood General Education (Program of study)
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