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"Can I Play with the Toys Now?" : An Exploration of Preschool Storytelling Structure in Wordless Picturebook and Guided Play Contexts to Inform Teacher Training and Toy Development.

Krystal. Starke ProQuest Information and Learning Co.; State University of New York at Buffalo. Learning and Instruction. 2023

Dissertations Abstracts International 84-12B.

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  • 題名:
    "Can I Play with the Toys Now?" : An Exploration of Preschool Storytelling Structure in Wordless Picturebook and Guided Play Contexts to Inform Teacher Training and Toy Development.
  • 著者: Krystal. Starke
  • ProQuest Information and Learning Co.; State University of New York at Buffalo. Learning and Instruction.
  • 主題: Early childhood education; Clinical psychology; Pedagogy; Developmental psychology; Child development; Emergent literacy; Guided play; Story grammar; Storytelling; Toy design; Electronic books
  • 所屬期刊: Dissertations Abstracts International 84-12B.
  • 描述: Narrative storytelling is an emergent literacy skill in preschool that is important for kindergarten-readiness and later literacy development. Currently, wordless picturebooks are the dominant medium for eliciting an oral narrative with preschool-aged children. Grounded in a Vygotskian constructivist lens, the science of learning suggests that guided play could be (1) a more developmentally appropriate context for narrative elicitation and (2) a more aligned context with the best practices for curriculum, instruction, and assessment in early childhood education. Thus, the current study explores the narrative macrostructure of preschoolers' stories told in the two different contexts, using a wordless picturebook and during guided play. A total of 44 preschool children from diverse cultural and socioeconomic backgrounds told stories in both contexts. All stories were then qualitatively coded for the presence or absence of eight story grammar elements: setting, plot, initiating event, conflict, internal response, attempts and consequences, resolution, and ending. The key result from this exploration was that while approximately 80% of children recognized a conflict with a wordless picturebook, only 27% of children created a conflict during guided play. In other words, only 31% of children who could recognize a conflict, as evidenced by doing so with a wordless picturebook, also created one during guided play. Overall, children who included a conflict had more structured, complex stories than those who did not, as the latter were limited by their opportunities to incorporate elements that directly cascade from conflict. This finding is contextualized within the literature, as well as applied to early childhood teacher training and toy design. To conclude, opportunities for impact and future research are outlined, in addition to the limitations of this exploratory study.
  • 出版者: Thesis (Ph.D.)--State University of New York at Buffalo, 2023.
  • 建立日期: 2023
  • 格式: 1 online resource (121 pages)..
  • 語言: 英文
  • 識別號: ISBN9798379734367
  • 資源來源: NUTN ALEPH
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