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Language‐Rich Early Childhood Classroom: Simple but Powerful Beginnings
Author(s) -
Flynn Erin Elizabeth
Publication year - 2016
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1487
Subject(s) - storytelling , interpersonal communication , psychology , affordance , literacy , context (archaeology) , pedagogy , meaning (existential) , early childhood , teaching method , linguistics , developmental psychology , mathematics education , narrative , communication , cognitive psychology , history , philosophy , archaeology , psychotherapist
Abstract This article highlights research exploring the benefits of small‐group storytelling as a way to promote rich language in early childhood classrooms. Using the storytelling of children from a preschool classroom serving lower SES children, the author explores the collaborative affordances of story circles. Results show that small‐group storytelling engages children in ways of using language associated with literacy learning. When storytelling, children use language in extended, multiclause turns, relaying what happened in another context. Story requires children to communicate what happened as well as the interpersonal significance of events. Small‐group storytelling also gives children a chance to practice diverse genres of story and variations in forms of meaning making. The aim of the article is to help teachers appreciate the powerful uses of language present even in children's seemingly simple stories.