Preschool children’s creation and storytelling through an element of their everyday life. The case of the program “The neighborhoods of Athens in a book”
DOI:
https://doi.org/10.31686/ijier.vol6.iss12.1267Keywords:
preschool children, oral language, storytelling, narrative discourse, improvisation, dramatic playAbstract
In recent decades, many case studies have been carried out on the ability of preschool children to tell a story. Most studies take place in a kindergarten setting. The present research was conducted on the occasion of an educational program that took place within the framework of the “Open Schools” initiative. This institution offers free recreational and education programs to the children of the Municipality of Athens in neighborhoods facing serious economic problems due to the economic crisis. This program gave the opportunity to 25 preschool children to talk about their neighborhood and create their own book. Even though the conditions were not favorable (time was not enough and the children did not know each other), in the end they were able to tell and illustrate a story by choosing a single element of their environment. In this case study, children were encouraged to create and communicate through play and free expression.
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References
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Athens Open Schools (n.d.). Retrieved from https://www.athensopenschools.gr/.
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Berman, R. A., Slobin, D. I., Aksu-Koç, A. A., Bamberg, M., Dasinger, L., Marchman, V., Neeman, Y., Rodkin, P. C., Sebastián, E., et al. (1994). Relating events in narrative: A crosslinguistic developmental study. Hillsdale, NJ: L. Erlbaum.
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Catts, H. W., Bridges, M. S., Little, T. D., & Tomblin, J. B. (2008). Reading achievement growth in children with language impairments. Journal of Speech, Language, and Hearing Research, 51, 1569-1579. DOI: 10.1044/1092-4388 (2008/07-0259)
Conti - Ramsden, G., & Durkin, K. (2012). Language development and assessment in preschool period. Neuropsychology Review, 22(4), 384-401. DOI: 10.1007/s11065-012-9208-z
Curenton, M. S., & Lucas, M. T. (2007). Assessing narrative development. In K. L. Pence (Ed.), Assessment in emergent literacy (pp. 377-432). San Diego, CA: Plural.
Dansky, J. L. (1980a). Make-believe: A mediation of the relationship between play and associative fluency. Child Development, 51, 576-579. DOI:10.2307/1129296
Dansky, J. L. (1980b). Cognitive consequences of sociodramatic play and exploration training for economically disadvantaged preschoolers. Journal of Child Psychology and Psychiatry, 21, 47-58. DOI:10.1111/j.1469-7610.1980.tb00015.x
Davis, J., & Gardner, H. (1993). The arts and early childhood education: A cognitive developmental portrait of the young child as Artist. In B. Spodek (Ed.), Handbook of research on the education of young children (pp. 191-206). New York, NY: Macmillan.
Davies, P., Shanks, B., & Davies, K. (2004). Ιmproving narrative skills in young children with language development. Educational Review, 56(3), 271-286.
Demir, O. E., Levine, S. C., & Goldin- Meadow, S. (2015). A tale of two hands: Children’s early gesture use in narrative production predicts later narrative structure in speech. Journal of Child Language, 42(3), 662-681. DOI: [10.1017/S0305000914000415]
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Dewey, J. (1982). The school and society (in Greek). Athens: Glaros.
Dugan, J. (1997). Transactional literature discussions: Engaging students in the appreciation and understanding of literature. Reading Teacher, 51(2), 86-96.
Eisner, E. (2003). What the arts teach and how it shows. In E. Eisner (Ed.), The arts and the creation of mind (pp. 70-92). New Haven, CT: Yale University Press.
Epstein, A. (2001). Thinking about art: Encouraging art appreciation in early childhood settings. Young Children, 56(3), 38-43.
Furman, L. (2000). In support of drama in early childhood, again. Early Childhood Education Journal, 27(3), 173-178. DOI: 10.1007/BF02694231
Gandini, L., Hill, L., Cadwell, L., & Schwall, C. (Eds.) (2005). In the spirit of the studio: Learning from the Atelier of Reggio Emilia. New York: Teachers College Press.
Garaigordobil, M. (2006). Intervention in creativity with children aged 10-11 years: Impact of a play programme in verbal and graphic-figural creativity. Creativity Research Journal, 18, 329-345. DOI:10.1207/s15326934crj1803_8
Garaigordobil, M., & Berrueco, L. (2011). Effects of a Play Program on Creative Thinking of Preschool Children. The Spanish Journal of Psychology, 14(2), 608-618. http://dx.doi.org/10.5209/rev_SJOP.2011.v14.n2.9
Hipfner-Boucher, Κ., Milburn, Τ., Weitzman, Ε., Greenberg, J., Pelletier J., & Girolametto L. (2014). Relationships between preschoolers' oral language and phonological awareness. First Language, 34, 178-197.
Howard-Jones, P. A., Taylor, J., & Sutton, L. (2002). The effects of play on the creativity of young children. Early Child Development and Care, 172, 323-328. DOI:10.1080/03004430212722
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163. DOI: 10.1023/B:ECEJ.0000048967.94189.a3}
Isenberg, J. P., & Jalongo, M. R. (1993). Creative expression and play in the early childhood curriculum. New York, NY: Merrill.
Kalmar, M., & Kalmar, Z. (1987). Creativity training with preschool children living in children’s home. Studia-Psychologica, 29, 59-66.
Kanellou, M., Korvesi, E., Ralli, A., Mouzaki, A., Antoniou, F., Diamanti, V., & Papaioannou, S. (2016). Narrative skills in preschool and first grade children (in Greek). Preschool and Primary Education, 4(1), 35-67. DOI :http://dx.doi.org/10.12681/ppej.207
Klafki, W., Meyer, E. & Weber, A. (1981). Gruppenarbeit im Grundschulunterricht. [Group work in primary education]. Munich: Wilhelm Fink.
Kouretzis, L. (2010). Dramatic Play (in Greek). Athens: Kastaniotis.
Lasky, L. & Mukerji-Bergeson, R. (1993). Art: Basic for young children. Washington DC: NAEYC.
Lepola, J., Lynch, J., Laakkonen, E., Silvén, M., & Niemi, P. (2012). The role of inference making and other language skills in the development of narrative listening comprehension in 4-to 6-year-old Children. Reading Research Quarterly, 47, 259-282.
Mayesky, M. (2003). How to foster creativity in all children. Albany, NY: Delmar.
McFadden, T. U., & Gillam, R. B. (1996). An examination of the quality of narratives produced by children with language disorders. Language, Speech, and Hearing Services in Schools, 27, 48-56. DOI: 10.1044/0161-1461.2701.48
McWhinnie, H. J. (1992). Art in early childhood education. In Carol Seefeldt (Ed.), The early childhood curriculum: A review of current research. 2nd ed. (pp. 264-285). New York, NY: Teachers College Press.
Mellou, E. (1995). Review of the relationship between dramatic play and creativity in young children. Early Child Development and Care, 112, 85-107. DOI:10.1080/0300443951120108
Miller, S. & Pennycuff, L. (2008). The Power of Story: Using Storytelling to Improve Literacy Learning. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 36-43.
Morrow, D. G., Greenspan, S. L., & Bower, H. G. (1987). Accessibility and situation models in narrative comprehension. Journal of Memory and Language, 26(2), 165-187.
Nicolini, M. B. (1994). Stories can save us: A defense of narrative writing. English Journal, 83(2), 56-61.
Norbury, C. F., & Bishop, D. V. M. (2003). Narrative skills of children with communication impairments. International Journal of Language & Communication Disorders, 38(3), 287-313. DOI: 10.1080/136820310000108133
Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38, 36-76. http://dx.doi.org/10.1598/RRQ.38.1.3
Petersen, D. B., Gillam S. L., & Gillam, R. B. (2008). Emerging procedures in narrative assessment: The index of narrative complexity. Topics in Language Disorders, 28, 115-130. DOI: 10.1097/01.TLD.0000318933.46925.86
Prosser, J. (2007). Visual methods and the visual culture of schools. Visual studies 22(1), 13-20. https://doi.org/10.1080/14725860601167143
Robson, C. (2002). Real world research. (2nd ed.). Malden, MA: Blackwell.
Rodari, G. (1996). The grammar of fantasy – introduction to the art inventing stories. New York, NY: Teachers & Writers Collaborative (trans. J. D. Zipes). [Original Italian edition: Grammatica della fantasia: introduzione all'arte di inventare storie. Torino: Einaudi, 1973].
Russ, S. W. (1998). Play, creativity and adaptive functioning: Implications for play interventions. Journal of Clinical Child Psychology, 27, 469-480. DOI:10.1207/s15374424jccp2704_11
Russ, S. W., & Kaugars, A. S. (2001). Emotions in children’s play and creative problem solving. Creativity Research Journal, 13, 211-219. DOI: 10.1207/S15326934CRJ1302_8
Russ, S. W. (2003a). Creativity research: Whither thou goest... Creativity Research Journal, 15, 143-145. DOI:10.1207/S15326934 CRJ152&3_05
Russ, S. W. (2003b). Play and creativity: Developmental issues. Scandinavian Journal of Educational Research, 47, 291-303. DOI:10.1080/00313830308594
Schirrmacher, R. (1986). Talking with young children about their art. Young Children
41(5), 3-7.
Schirrmacher, R. (2002). Art and creative development for young children. Albany, NY: Delmar Thomson Learning.
Stadler, M. A., & Ward, G. C., (2005) Supporting the narrative development of young children. Early Childhood Educational Journal, 33(2), 73-80. DOI: 10.1007/s10643-005-0024-4
Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code- related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934-947.
Trabasso, T., & Stein, N. L. (1994). Using goal-plan knowledge to merge the past with the present and the future in narrating events on line. In M. M. Haith, J. B. Benson, R. J. Roberts Jr., & B. F. Pennington (Eds.), The development of future-oriented processes (pp. 323-349). Chicago: The University of Chicago Press.
Tsilimeni, Τ. (1996). Improvised fairy tales at kindergarten. In Ε. Avdikos (Ed.), From fairy tale to comic books. Tradition and modernity (in Greek) (pp. 469-482). Athens: Odysseas.
Ukrainetz, T. A., Justice, L. M., Kaderavak, J. N., Eisenberg, S. L., Gillam, R. B., & Harm, H. M. (2005). The development of expressive elaboration in fictional narratives. Journal of Speech, Language and Hearing Research, 48, 1363-1377. DOI: 10.1044/1092-4388(2005/095)
Varnhagen, K. C., Morrison, J. F., & Everall, R. (1994). Age and schooling effects in story recall and story production. Developmental Psychology, 30, 969 - 979. http://dx.doi.org/10.1037/0012-1649.30.6.969
Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press [Original Russian edition 1934].
Westerveld, M., & Gillon, G.T. (2010). Profiling oral narrative ability in young school-aged children. International Journal of Speech-Language Pathology, 12, 178-189. https://doi.org/10.3109/17549500903194125
Winner, E. (1982). Invented worlds: The psychology of the arts. Cambridge. MA: Harvard University Press.
Zimmerman, E. & Zimmerman, L. (2000). Research in Review. Art education and early childhood education: The young child as creator and meaning maker. Young Children, 55(6), 87-92.
Athens Open Schools (n.d.). Retrieved from https://www.athensopenschools.gr/.
Baggerly, J. N. (1999). Adjustment of kindergarten children through play sessions facilitated by fifth grade students trained in child-centered play therapy procedures and skills. Dissertation Abstracts International Section A: Humanities and Social Sciences, 60(6-A).
Bamberg, M., & Damrad-Frye, R. (1991). On the ability to provide evaluative comments: Further explorations of children’s narrative competencies. Journal of Child Language, 18, 689-710. http://dx.doi.org/10.1017/S0305000900011314
Bassey, M. (1999). Case study research in educational settings. Buckingham: Open University Press.
Berman, R. A., Slobin, D. I., Aksu-Koç, A. A., Bamberg, M., Dasinger, L., Marchman, V., Neeman, Y., Rodkin, P. C., Sebastián, E., et al. (1994). Relating events in narrative: A crosslinguistic developmental study. Hillsdale, NJ: L. Erlbaum.
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Catts, H. W., Bridges, M. S., Little, T. D., & Tomblin, J. B. (2008). Reading achievement growth in children with language impairments. Journal of Speech, Language, and Hearing Research, 51, 1569-1579. DOI: 10.1044/1092-4388 (2008/07-0259)
Conti - Ramsden, G., & Durkin, K. (2012). Language development and assessment in preschool period. Neuropsychology Review, 22(4), 384-401. DOI: 10.1007/s11065-012-9208-z
Curenton, M. S., & Lucas, M. T. (2007). Assessing narrative development. In K. L. Pence (Ed.), Assessment in emergent literacy (pp. 377-432). San Diego, CA: Plural.
Dansky, J. L. (1980a). Make-believe: A mediation of the relationship between play and associative fluency. Child Development, 51, 576-579. DOI:10.2307/1129296
Dansky, J. L. (1980b). Cognitive consequences of sociodramatic play and exploration training for economically disadvantaged preschoolers. Journal of Child Psychology and Psychiatry, 21, 47-58. DOI:10.1111/j.1469-7610.1980.tb00015.x
Davis, J., & Gardner, H. (1993). The arts and early childhood education: A cognitive developmental portrait of the young child as Artist. In B. Spodek (Ed.), Handbook of research on the education of young children (pp. 191-206). New York, NY: Macmillan.
Davies, P., Shanks, B., & Davies, K. (2004). Ιmproving narrative skills in young children with language development. Educational Review, 56(3), 271-286.
Demir, O. E., Levine, S. C., & Goldin- Meadow, S. (2015). A tale of two hands: Children’s early gesture use in narrative production predicts later narrative structure in speech. Journal of Child Language, 42(3), 662-681. DOI: [10.1017/S0305000914000415]
Dewey, J. (1934). Art as experience. New York, NY: Minton, Balch and Co.
Dewey, J. (1982). The school and society (in Greek). Athens: Glaros.
Dugan, J. (1997). Transactional literature discussions: Engaging students in the appreciation and understanding of literature. Reading Teacher, 51(2), 86-96.
Eisner, E. (2003). What the arts teach and how it shows. In E. Eisner (Ed.), The arts and the creation of mind (pp. 70-92). New Haven, CT: Yale University Press.
Epstein, A. (2001). Thinking about art: Encouraging art appreciation in early childhood settings. Young Children, 56(3), 38-43.
Furman, L. (2000). In support of drama in early childhood, again. Early Childhood Education Journal, 27(3), 173-178. DOI: 10.1007/BF02694231
Gandini, L., Hill, L., Cadwell, L., & Schwall, C. (Eds.) (2005). In the spirit of the studio: Learning from the Atelier of Reggio Emilia. New York: Teachers College Press.
Garaigordobil, M. (2006). Intervention in creativity with children aged 10-11 years: Impact of a play programme in verbal and graphic-figural creativity. Creativity Research Journal, 18, 329-345. DOI:10.1207/s15326934crj1803_8
Garaigordobil, M., & Berrueco, L. (2011). Effects of a Play Program on Creative Thinking of Preschool Children. The Spanish Journal of Psychology, 14(2), 608-618. http://dx.doi.org/10.5209/rev_SJOP.2011.v14.n2.9
Hipfner-Boucher, Κ., Milburn, Τ., Weitzman, Ε., Greenberg, J., Pelletier J., & Girolametto L. (2014). Relationships between preschoolers' oral language and phonological awareness. First Language, 34, 178-197.
Howard-Jones, P. A., Taylor, J., & Sutton, L. (2002). The effects of play on the creativity of young children. Early Child Development and Care, 172, 323-328. DOI:10.1080/03004430212722
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163. DOI: 10.1023/B:ECEJ.0000048967.94189.a3}
Isenberg, J. P., & Jalongo, M. R. (1993). Creative expression and play in the early childhood curriculum. New York, NY: Merrill.
Kalmar, M., & Kalmar, Z. (1987). Creativity training with preschool children living in children’s home. Studia-Psychologica, 29, 59-66.
Kanellou, M., Korvesi, E., Ralli, A., Mouzaki, A., Antoniou, F., Diamanti, V., & Papaioannou, S. (2016). Narrative skills in preschool and first grade children (in Greek). Preschool and Primary Education, 4(1), 35-67. DOI :http://dx.doi.org/10.12681/ppej.207
Klafki, W., Meyer, E. & Weber, A. (1981). Gruppenarbeit im Grundschulunterricht. [Group work in primary education]. Munich: Wilhelm Fink.
Kouretzis, L. (2010). Dramatic Play (in Greek). Athens: Kastaniotis.
Lasky, L. & Mukerji-Bergeson, R. (1993). Art: Basic for young children. Washington DC: NAEYC.
Lepola, J., Lynch, J., Laakkonen, E., Silvén, M., & Niemi, P. (2012). The role of inference making and other language skills in the development of narrative listening comprehension in 4-to 6-year-old Children. Reading Research Quarterly, 47, 259-282.
Mayesky, M. (2003). How to foster creativity in all children. Albany, NY: Delmar.
McFadden, T. U., & Gillam, R. B. (1996). An examination of the quality of narratives produced by children with language disorders. Language, Speech, and Hearing Services in Schools, 27, 48-56. DOI: 10.1044/0161-1461.2701.48
McWhinnie, H. J. (1992). Art in early childhood education. In Carol Seefeldt (Ed.), The early childhood curriculum: A review of current research. 2nd ed. (pp. 264-285). New York, NY: Teachers College Press.
Mellou, E. (1995). Review of the relationship between dramatic play and creativity in young children. Early Child Development and Care, 112, 85-107. DOI:10.1080/0300443951120108
Miller, S. & Pennycuff, L. (2008). The Power of Story: Using Storytelling to Improve Literacy Learning. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 36-43.
Morrow, D. G., Greenspan, S. L., & Bower, H. G. (1987). Accessibility and situation models in narrative comprehension. Journal of Memory and Language, 26(2), 165-187.
Nicolini, M. B. (1994). Stories can save us: A defense of narrative writing. English Journal, 83(2), 56-61.
Norbury, C. F., & Bishop, D. V. M. (2003). Narrative skills of children with communication impairments. International Journal of Language & Communication Disorders, 38(3), 287-313. DOI: 10.1080/136820310000108133
Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38, 36-76. http://dx.doi.org/10.1598/RRQ.38.1.3
Petersen, D. B., Gillam S. L., & Gillam, R. B. (2008). Emerging procedures in narrative assessment: The index of narrative complexity. Topics in Language Disorders, 28, 115-130. DOI: 10.1097/01.TLD.0000318933.46925.86
Prosser, J. (2007). Visual methods and the visual culture of schools. Visual studies 22(1), 13-20. https://doi.org/10.1080/14725860601167143
Robson, C. (2002). Real world research. (2nd ed.). Malden, MA: Blackwell.
Rodari, G. (1996). The grammar of fantasy – introduction to the art inventing stories. New York, NY: Teachers & Writers Collaborative (trans. J. D. Zipes). [Original Italian edition: Grammatica della fantasia: introduzione all'arte di inventare storie. Torino: Einaudi, 1973].
Russ, S. W. (1998). Play, creativity and adaptive functioning: Implications for play interventions. Journal of Clinical Child Psychology, 27, 469-480. DOI:10.1207/s15374424jccp2704_11
Russ, S. W., & Kaugars, A. S. (2001). Emotions in children’s play and creative problem solving. Creativity Research Journal, 13, 211-219. DOI: 10.1207/S15326934CRJ1302_8
Russ, S. W. (2003a). Creativity research: Whither thou goest... Creativity Research Journal, 15, 143-145. DOI:10.1207/S15326934 CRJ152&3_05
Russ, S. W. (2003b). Play and creativity: Developmental issues. Scandinavian Journal of Educational Research, 47, 291-303. DOI:10.1080/00313830308594
Schirrmacher, R. (1986). Talking with young children about their art. Young Children
41(5), 3-7.
Schirrmacher, R. (2002). Art and creative development for young children. Albany, NY: Delmar Thomson Learning.
Stadler, M. A., & Ward, G. C., (2005) Supporting the narrative development of young children. Early Childhood Educational Journal, 33(2), 73-80. DOI: 10.1007/s10643-005-0024-4
Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code- related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934-947.
Trabasso, T., & Stein, N. L. (1994). Using goal-plan knowledge to merge the past with the present and the future in narrating events on line. In M. M. Haith, J. B. Benson, R. J. Roberts Jr., & B. F. Pennington (Eds.), The development of future-oriented processes (pp. 323-349). Chicago: The University of Chicago Press.
Tsilimeni, Τ. (1996). Improvised fairy tales at kindergarten. In Ε. Avdikos (Ed.), From fairy tale to comic books. Tradition and modernity (in Greek) (pp. 469-482). Athens: Odysseas.
Ukrainetz, T. A., Justice, L. M., Kaderavak, J. N., Eisenberg, S. L., Gillam, R. B., & Harm, H. M. (2005). The development of expressive elaboration in fictional narratives. Journal of Speech, Language and Hearing Research, 48, 1363-1377. DOI: 10.1044/1092-4388(2005/095)
Varnhagen, K. C., Morrison, J. F., & Everall, R. (1994). Age and schooling effects in story recall and story production. Developmental Psychology, 30, 969 - 979. http://dx.doi.org/10.1037/0012-1649.30.6.969
Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press [Original Russian edition 1934].
Westerveld, M., & Gillon, G.T. (2010). Profiling oral narrative ability in young school-aged children. International Journal of Speech-Language Pathology, 12, 178-189. https://doi.org/10.3109/17549500903194125
Winner, E. (1982). Invented worlds: The psychology of the arts. Cambridge. MA: Harvard University Press.
Zimmerman, E. & Zimmerman, L. (2000). Research in Review. Art education and early childhood education: The young child as creator and meaning maker. Young Children, 55(6), 87-92.
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Palaiologou, C., & Poumprou, M. (2018). Preschool children’s creation and storytelling through an element of their everyday life. The case of the program “The neighborhoods of Athens in a book”. International Journal for Innovation Education and Research, 6(12), 176-188. https://doi.org/10.31686/ijier.vol6.iss12.1267
