Presentation on theme: "Storytelling and storymaking: paving the way for literacy at kindergarten Storytelling and storymaking: paving the way for literacy at kindergarten Prof."— Presentation transcript:
Storytelling and storymaking: paving the way for literacy at kindergarten Storytelling and storymaking: paving the way for literacy at kindergarten Prof. Florencia I. Viale Argentina
the stories it loves and believes in The destiny of the world is determined less by the battles that are lost and won than by the stories it loves and believes in. Harold Goddard
What is a story? –An account of incidents or events –A statement regarding the facts pertinent to a situation in question –An anecdote, esp. an amusing one –A fictional narrative shorter than a novel –The intrigue or plot of a narrative or dramatic work –A widely circulated rumour –Lie/falsehood –Legend/romance –A news article/broadcast –Matter / situation (Merriam-Websters)
Functions of Language (Halliday, 1975) Instrumental (parable, fable, folk tale, legend, myth)Interactional (Bedtime story, anecdote, gossip, hearsay, joke) Personal Personal (Diary, journal, blog, memoir) Imaginative Imaginative (fairy tale, fiction, libel)Representational (testimonial, report, account, chronicle)
Children are motivated to develop language because purposes it serves certain purposes or functions for them satisfy physical, emotional and social need to come to terms with his or her environment (either to satisfy physical, emotional and social need or to come to terms with his or her environment).
Why do we tell/hear stories? Historical reasons
power Tell a story Stories have power. They delight, enchant, touch, teach, recall, inspire, motivate, challenge. They help us understand. They imprint a picture on our minds. Consequently, stories often pack more punch than sermons. Want to make a point or raise an issue? Tell a story. Janet Litherland
Once is not enough… StorytimeStorytime is intimate and enjoyable. From books and the conversations they initiate, children learn language. They learn how stories work, how pictures represent action, how print carries and preserves meaning.
They are comforted by repetition and familiarity (routines and predictable actions and reactions soothe and assure). becoming literate.Slowly, happily and quietly becoming literate. Once is not enough…
Children are practising for themselves what readers do. Children familiar with a lot written language of stories know that the sounds of written language are not only special but also distinct from spoken language. Once is not enough…
What is Literacy? substancestyle Definitions of literacy shape our perceptions of individuals who fall on either side of the standard (what a 'literate' or 'nonliterate' is like) and thus in a deep way affect both the substance and style of educational programs. (Sylvia Scribner, 1984)
What is Literacy? Literacy abilities are acquired by individuals only in the course of participation in socially organized activities with written language. Social outcome Cultural transmission ( Scribner, 1984 )
What is Literacy? What activities are carried out with written symbols? What significance is attached to them? What status is conferred on those who engage in them? Is literacy a social right or a private power? (Scribner, 1984)
What is Literacy? Adaptation Power A state of Grace (Scribner, 1984)
Effective Effective literacy education creates a critical consciousness through which a community can analyze its conditions of social existence and engage in effective action for a just society. (Paulo Freire, 1970)
A story can become the hub round which we can build a series of links that encourage language learning. (Claudia Ferradas Moi)
Daniel Fernández introduced the notion of: their the Literacy as a dynamic interaction of the social and cognitive domains where students move from knowledge of their world to knowledge of the world (Langer, 2002)
social practice Literacy is a social practice (which has an impact on the four areas of life: personal family work community and engages 5 core skills communication numeracy problem-solving working with others ICT. (Susan Hillyard )
Listening the Cinderella skill in SLA (Nunan, 1999) First stage on the road to literacy. scriptsKnowledge in scripts (María inés Pistorio)
seeing speaking In our students world seeing comes before reading, speaking comes before writing and feeling before understanding. (Magdalena Sprinster de Botto)
LEARNERS a) Ability to grasp meaning holistically. b) Capacity for indirect learning. c) Instinct for play, fun and imagination.
TEACHERS Conceptual / Procedural / Attitudinal Objectives. Linguistic authenticity by planning lessons around a literary objective. Exposure to problems and tasks that require planning and solutions. Group-work dynamics (enhancing social and cognitive skills as well as emotional support) Food for divergent thinking
STORIES Source of contextualized input. Telling over reading a story. - A.V.A (bb, magnet board, specially designed flashcards) on the spotlight. - Control of what learners see and when. A reading corner and proper sitting arrangement enhances physical closeness among teacher and learners. Stories usually pose a moral.
LANGUAGE Indirect role in the learning process. INPUT - Salient/noticeable - Paralanguage - Meaningful in terms of childrens needs. significant patterns effectiveconnectionsTeachers need to help children look for significant patterns in the verbal and visual information presented in order to encourage effective neurological connections, which in the long run guarantee understanding and learning.
The teacher will measure success if learners finally internalize the new language but, most important of all, if they are hooked to the narration and experience it as real.
Theory of First Impressions… The BRAIN takes first-impression Polaroidscreating a composite of all the signals given off by a new experience.
Dear Juanito, Sorry for being late, I was just looking for the right material to make you the most special ball ever. I never forget good kids! Love,Santa
All All I really need to know how to live about how to live what to do and what to do how to be and how to be I learned in kindergarten. Wisdom was not at the top of the graduate school mountain, but there…
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