Abstract
Telling and dramatizing stories is an increasingly popular addition to the preschool curriculum, largely due to the attention this activity has received through the writings of Vivian Paley (Bad guys don’t have birthdays: fantasy play at four. The University of Chicago Press, Chicago, 1988; The boy who would be a helicopter: the uses of storytelling in the kindergarten. Harvard University Press, Cambridge, MA, 1990; A child’s work: the importance of fantasy play. The University of Chicago Press, Chicago, 2004). While the writings of Paley and others (Cooper, When stories come to school: telling, writing, and performing stories in the early childhood classroom. Teachers & Writers Collaborative, New York, 1993; Engel 1999) focus on the social and cognitive outcomes children experience as a result of storytelling, less has been written about the process of writing and dramatizing stories with young children. This article discusses procedures and considerations that enhance storytelling with preschool children, including effective prompts for encouraging children’s creativity, potential trouble spots such as aggression in stories, and ways that storytelling can enhance home-school relationships.
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Wright, C., Bacigalupa, C., Black, T. et al. Windows into Children’s Thinking: A Guide to Storytelling and Dramatization. Early Childhood Educ J 35, 363–369 (2008). https://doi.org/10.1007/s10643-007-0189-0
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DOI: https://doi.org/10.1007/s10643-007-0189-0