Storytelling in Primary Education

Storytelling in primary education

Storytelling is defined as, “relating a tale to one or more listeners through voice and gesture” (National Council of Teachers of English, 1992, p. 1). Storytelling in education provides many benefits to the child and teacher, it allows the teacher to observe the child’s ability to use their imagination and creativity. Storytelling is not only reading each word, page to page from a book, it is a key component to capturing a child’s imagination and allowing them to decide what may happen next. Storytelling can be told through acting, singing, dancing and reading. “Children’s imaginations are the most powerful and energetic learning tools” (Egan, 1990, p.2).

In our seminar on 06/11/2018 we designed our own movie. This included writing a script, deciding each individual’s role within the movie, planning what props to use, the setting of the story, how to use the iPad to film and the key factor to make the movie successful and flow was planning what the story line of the movie was going to be. Storytelling can be used in many ways and at times when you do not even realise it. Designing our own movie involved using our imagination and creativity, our ideas came from what we have previously observed from films, books and on television and put them together to make our own movie. ‘Play creates a zone of proximal development of the child. In play a child all behaves beyond his average age, above his daily behavior; in play it is though he were a head taller than himself’ (Vygotsky, 1978, p.102) Storytelling encourages children to use their own imagination and express themselves without any guidance. Storytelling is interactive, it encourages children to become involved and work together. It also captures the audience’s attention clearly as they participate without realising through facial expressions, gestures or body language. “Though the teller tells one story, the listeners actively participate by creating their own individual stories-tales filled with images feelings, colours, sounds and other details that are theirs alone” (Hamilton and Weiss, 2005, p.xvi). It develops the child’s thoughts and ideas and allows them to use their imagination effectively using their own ideas and plans from listening to the story they have been told. Interacting the child during story telling is extremely beneficial as it inspires them to use their imagination more creatively. The teller sees the audience’s reactions clearly and can adapt the story through interaction (Hamilton and Weiss, 2005, p.5).

Storytelling enhances a child’s learning significantly as without realising or noticing, children are telling and listening to stories every day. They express to their families, friends and teachers what they have done on the weekend, or at school that day through to something exciting or interesting they have heard or learnt about and want to tell someone. Storytelling encourages children to learn as it is learning in a ‘fun’ way, it is learning without realising. Storytelling can be used as an effective means to increase early literacy and promote reading comprehension skills (Haven & Ducey, 2007). Literacy is a fundamental subject that enables students to tell stories through the ability to communicate effectively, it also enhances a child’s critical and creative thinking skills, these are attributes that can be expressed within the curriculum and outside of it. Donaldson’s Report (2015) expands on the importance literacy has on a child’s ability to use their thinking and language skills, children and young people also need every opportunity to explain thinking, explore and discuss ideas and use language skills (Donaldson, 2015, p. 40). Comprehension, critical listening, and thinking skills are also developed by combining storytelling with questioning, imagery, inferencing, and retelling (Craig et al., 2001; Washburn, 1983). 

References

Egan, K. (1990). Teaching as Storytelling. London: Routledge.

Craig, S., Hull, K., Haggart A., & Crowder, E. (2001). Storytelling: Addressing the Literacy Needs of Diverse Learners. Teaching Exceptional Children. Vol 43 (5), pgs. 46-51

Donaldson, G. (2015) Successful Futures, Independent Review of Curriculum and Assessment Arrangements in Wales. OGL. P. 40.

Hamilton, M., & Weiss, M. (1990). Children tell stories: A teaching guide. New York: RC Owen Publishers.

Hamilton, M., & Weiss, M. (2005). Children tell stories: A teaching guide. New York: RC Owen Publishers.

Haven, K. & Ducey, M. (2007). Crash course in storytelling. Westport, CT: Libraries Unlimited.

Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard university press.

National Council of Teachers of English: Position Statement from the Committee on Storytelling. (1992). Teaching Storytelling. Retrieved June 25, 2006, from http://www.ncte.org/about/over/positions/categ ory/curr/107637 (Accessed: 15/01/2019).