Dictating and Acting Out Stories: A Pathway to Writing for Preschoolers

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Diane Pesco, Andrea A. N. MacLeod
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引用次数: 0

Abstract

Story dictation and story acting are joint practices that were popularized some years ago by educator and author Vivian Paley and remain relevant today given their alignment with child-centred, play-based curricula. We review quantitative and qualitative research on these practices, with a focus on young children’s writing as it has been conceptualized in cognitive-linguistic and socio-cultural models. The studies reviewed demonstrate that story dictation and story acting augment children’s print and word awareness, motivate children to handwrite and spell (i.e., transcribe), and enhance vocabulary and narrative skills that are important to composing texts in both oral and written modalities. The practices also foster individual creativity and collaboration amongst children and can thus help teachers and children build a vibrant community of storytellers in their classrooms. In addition to elaborating on the diverse benefits of story dictation and story acting, the review covers ways that the practices can be expanded or modified to engage all children on the path to writing and guides readers to key resources. We conclude with issues that merit reflection by teachers or other practitioners wishing to implement story dictation and story acting in their classroom or other early childhood setting.

Abstract Image

听写和表演故事:学龄前儿童写作之路
故事听写和故事表演是多年前由教育家和作家维维安-佩利(Vivian Paley)推广的联合实践,由于它们与以儿童为中心、以游戏为基础的课程相一致,因此在今天仍然具有现实意义。我们回顾了有关这些实践的定量和定性研究,重点是认知语言学和社会文化模型中概念化的幼儿写作。所回顾的研究表明,故事听写和故事表演能增强儿童的印刷和文字意识,激励儿童手写和拼写(即抄写),并提高词汇量和叙事技能,这对以口头和书面模式撰写文章非常重要。这些做法还能培养儿童的个人创造力和协作精神,从而帮助教师和儿童在课堂上建立一个充满活力的讲故事者社区。除了阐述故事听写和故事表演的各种益处外,本评论还介绍了扩展或修改这些做法的方法,以便让所有儿童都参与到写作的道路中来,并为读者提供了关键资源的指南。最后,我们提出了一些值得教师或其他希望在课堂或其他幼儿教育环境中实施故事听写和故事表演的从业人员反思的问题。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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