Research Framework

Introduction

Educators spending quality time storytelling during their day to young children can significantly contribute to early literacy development. The strategy of storytelling has been used throughout history where family stories were passed down verbally by retelling to their children. Storytelling offers techniques of narrative presentation to enhance the way educators interact with young children and can contribute to the aspects of language development to the program planner (Herman, 2007). In addition, the experience of storytelling offers children an understanding of syntactic structure and sentence structure while they listen to stories. Children are active partners in storytelling through the learning process of the development of their language skills. The children learn the patterns of language through the social context during interaction of children and adults within the storytelling experiences. Educators are responsible of providing the quality of participation and the strategies for enhancing language development while implementing storytelling with children. In addition, the concept of storytelling promotes oral language in young children which is an important aspect of literacy achievement. Storytelling is a holistic approach that Early Childhood Educators use for the purpose of whole language development in young children. ECE’s use different techniques and approaches of storytelling as a way to support the growing development of children’s language skills. The purpose of this research was to explore the strategies used by RECE’S when using storytelling as one of their approaches to developing young children’s language skills

Thesis

The purpose of this research framework is the thesis focus which articulates “How do ECE’s use storytelling as one of their approaches to developing young children’s language skills?”

Rational

Educators using the strategies of storytelling as a component in their program plan to enhance literacy skills in young children’s oral language development.  The awareness of storytelling as a strategy towards the comprehension of comparing stories is increasing over the years. The problems outlined in the literature sets the foundation for the purpose of this study. The concerns discussed in the literature address the issue that early childhood educators do not feel comfortable using storytelling as a strategy for children’s language development (Taylor, 2013). Furthermore, another problem outlined in the literature state that many ECE’s are not aware of the benefits of storytelling for the children’s language development (Rance-Roney, 2010). The oral language development through the process of storytelling is not fully understood and consistently used by the educators in the field. Moreover, these issues relate to the new use of technology where ECE’s are replacing oral storytelling with technology by the use of digital literacy. The new theories of digital literacy for children’s oral and literacy development are believed to prepare the young learners for the future (Shuker & Terreni, 2013).

Significance

The use of storytelling is an approach used by many educators in early learning settings for the development of language skills in young children. The storytelling approach is a strategy that covers the whole language development of children. The approach is holistic to the language and literacy skills of young children and supports their development. Theoretical frameworks of socio-constructivism support the strategies used by educators for the purpose of storytelling to children. The importance of this research paper is that currently many educators are unaware of the significant positive outcome of storytelling techniques, many educators are not using it as a strategy, and a change in the classrooms is being made due to the increase use of technology based learning. To understand these problems thoroughly research needs to be completed in order to identify what are the skills and knowledge required by the ECE’s to incorporate storytelling within program planning. Furthermore, it is essential to this research to identify the role of storytelling in the children’s language development and how ECE’s are focusing on implementing storytelling on a day to day basis.

Research Questions:

  1. What knowledge and skills do ECE’s possess to use storytelling?
  2. How do ECE’s understand the role of storytelling in child’s language development?
  3. How do educators implement storytelling on a day to day basis?

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

%d bloggers like this: