Research Findings

Video Observations Significance Interviews
Communication with Children

●        replying to comments of the children (Obs. 5)

Educator’s Strategies:

Emphasis on words and use of emotions while reading (Obs. 2)

●        shows excitement when reading the mothers lines, and lowers her tone when reading the words of the narrator (Obs. 1)

Educator uses the strategies of gestures, eye contact, and communication with children to create an effective presentation to the children where the children are having fun and fully engaged in the activity (Obs. 1).

Observation showed that the educator seemed like she had prior knowledge of the story due to her speed and minimal gaze at the pages of the book (Obs. 4).


Educator: “asks Does sheep live in a hole?” (scrunches her nose and eyes asking in expression of curiosity (Obs. 6)

●        changes in emotions and vocal tone (Obs. 4)

●        Skills of critically analyzing the children’s behaviour (Int. 2)

●        Knowledge of story, plot, characters, importance of story (Int. 1)

Storytelling experiences “allows children to communicate with their peers and have that oral language development and also a social interaction with cognitive learning” (Int. 6).

“Digital storytelling is a great method to involve technology with learning, our entire world is focused on technology and these children coming into our schools already know how to use more complex tools then they did in older generations so the problem isn’t complexity of the tool but the way educators choose to implement the tool itself” (Int. 4)


Asking questions like, “What is the character feeling?” “What makes her feel this?” (Int. 6)

“Children become familiar with sounds, words, language” (Int.4)


“Participate in reading while taking turns with the children” (Int. 2)

“Give children the opportunity to listen and participate in conversation with each other” (Int. 6).

“Educators require intensive time dedicated to planning activities and experience for children that will have a great impact to their learning new skills” (Int. 5).

Storytelling “activities offer children a great exposure to strategies of literacy and language” (Int. 3)

“Using technology for learning is not the best method for learning, children get more distracted because of the complex programs” (Int. 3).

Table 1.0: Correlation between Video Observations and Interviews


Table 2.0: Research Findings Emerging Themes from Data Collection

This diagram demonstrates the emerging themes discovered through the process of coding using the software NVivo. The themes then were placed into different categories based on the findings of the literature review. The three terms outlined in “yellow” boxes indicate the three themes of this research which were the strategies educator use during storytelling, the skills or knowledge educators require when implementing storytelling, and the learning that children experience through storytelling. The boxes below in “purple” identify the findings from interviews and observations of educators recognizing the different aspects of storytelling experiences such as educator’s strategies of using digital literacy while implementing, educators knowledge of the story, and the development of language skills for the children’s learning opportunity.


Image 1.0: Definition of Storytelling and the Skills essential for Educators

According to the interview questions conducted participants were asked what they thought was the definition of storytelling. Based on their responses the definition has been outlined that storytelling is a “technique” used by educators while incorporating different strategies of body language, facial expressions, and eye contact with the children. According to the educator’s storytelling is often used as “telling” stories to children while supporting their language development and allowing the children to listen, visually see the sentences, words, and understand the meaning of the story. In addition, educators recognized skills that are essential when implementing storytelling such as language, creativity, and presentation skills. Another skill that educators describe as an essential element to include in storytelling activities is the ability to dramatize the story in order to interact and reinforce children towards participating in story time.

Research Findings – Based on Observations and Interviews

  • Adding storytelling components to the daily activities plan by:
    • ➢ Finding suitable time for engaging children
    • ➢ Involving children in a conversation by asking children questions
      • creating small discussions with the children to allow children’s participation in the implementation
    • Educators choose the story based on children interest
      • ➢ Which have a moral message- using storytelling as an approach a way to experience more meaningful learning
      • ➢ Planning based on the interest of children to reinforce the activities
      • ➢ Digital storytelling to incorporate technology based learning for children
      • ➢ Includes vocabulary to allow children to explore learning new words
    • Using different strategies
      • ➢ To support storytelling activity- such as being creative in the presentation style (Enthusiastic and excited about the concept of reading books).
      • ➢ Involve children in the learning environment.
    • Educators require:
      • ➢ Appropriate language skills
      • ➢ Presentation skills
      • ➢ Creativity skills to allow the educators to enhance the simple stories
      • ➢ Dramatize the story to encourage and engage children towards participating in the activities.

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