Abstract
Takes a critical look at one of the commonplace features of early childhood classrooms—story time. In her essay, Melissa considers the ways in which story time reinforces unequal power dynamics for diverse learners by privileging the able-bodied learner. In response, Melissa creates and presents the SPHERE model, which promotes active engagement and shared dialogue through collaborative storytelling and nurtures an inclusive literacy-learning environment.
Author Biography
Melissa A. Tsuei has spent her career exploring diversity in learning styles, as a nanny, tutor, counselor and educator. She is most focused on how to transform the current school climate and practices to serve the underserved, particularly populations of economic disadvantage and children labeled with disabilities. In the Early Head Start Program at Children’s Hospital of Philadelphia, Melissa works with very young children in the context of their home, family, and neighborhood.
Recommended Citation
Tsuei, M.
(2016).
A Circle With Edges: How Story Time Privileges the Abled Learner.
Occasional Paper Series,
(36).
DOI: https://doi.org/10.58295/2375-3668.1167
Included in
Developmental Psychology Commons, Disability and Equity in Education Commons, Early Childhood Education Commons, Special Education and Teaching Commons