使用文化参考、基于发展的计划支持土著儿童的口头讲故事

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Meadow Schroeder, Erin Tourigny, S. Bird, Jacqueline Ottmann, Joan Jeary, Duane Mark, Clarice Kootenay, S. Graham, A. McKeough
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引用次数: 0

摘要

加拿大土著社区一直在与影响其子女教育成果的系统性不平等作斗争。一个由土著和非土著成员组成的大学研究小组与加拿大西部的一个斯通尼纳科达社区合作,提供了一个教学计划,旨在将讲故事作为早期识字发展的途径。土著研究人员和合作者指导节目改编,以增加其文化相关性,非土著研究人员利用发展研究来定制脚手架教学,以支持增加故事结构的复杂性。共有100名5至7岁的儿童参加了为期8个月的讲故事项目,其中包括对讲故事和回忆的教学前和教学后评估。在接受指导后,参与者写出了更复杂、更详细的故事,与同龄的同龄人相比,这些故事更多地涉及到他们的文化。他们也能更准确地回忆起所读故事的要点。这项研究表明,通过纳入与文化相关和发展适当的内容,使课程与土著儿童相关的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Supporting Indigenous children’s oral storytelling using a culturally referenced, developmentally based program
Indigenous communities in Canada have struggled with systemic inequities that have affected education outcomes of their children. In collaboration with a Stoney Nakoda community in Western Canada, a university research team, composed of Indigenous and non-Indigenous members, offered an instruction program designed to use storytelling as a gateway to early literacy development. Indigenous researchers and collaborators guided program adaptation to increase its cultural relevance, and non-Indigenous researchers drew upon developmental research to tailor scaffolded instruction that supported increased story-structure complexity. A total of 100 children aged 5 to 7 years participated in an eight-month storytelling program, which included pre- and post-instruction assessments of storytelling and recall. After instruction, participants generated more complex, detailed stories that contained more references to their culture compared to same-age peers. They also more accurately recalled the gist of stories they were read. This study demonstrates the importance of making curricula relevant to Indigenous children by including content that is culturally relevant and developmentally appropriate.
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来源期刊
Australian Journal of Indigenous Education
Australian Journal of Indigenous Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.80
自引率
12.50%
发文量
13
期刊介绍: Published in association with Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland, the Australian Journal of Indigenous Education is an internationally refereed journal which publishes papers and reports on the theory, method, and practice of Indigenous education. The journal welcomes articles that ground theoretical reflections and discussions in qualitative and quantitative studies, as well as examples of best practice with a focus on Indigenous education. While AJIE has a particular focus on Indigenous education in Australia and Oceania, research which explores educational contexts and experiences around the globe are welcome. AJIE seeks to foster debate between researchers, government, and community groups on the shifting paradigms, problems, and practical outcomes of Indigenous education.
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