Open AccessThe Storied Lives Children Play: Multimodal Approaches Using Storytelling
Author(s) -
Marni J. Binder
Publication year - 2014
Publication title -
journal of childhood studies
Language(s) - English
Resource type - Journals
eISSN - 2371-4115
pISSN - 2371-4107
DOI - 10.18357/jcs.v39i2.15219
Subject(s) - storytelling , narrative , meaning making , meaning (existential) , curriculum , pedagogy , literacy , empowerment , identity (music) , psychology , sociology , aesthetics , visual arts , art , literature , political science , law , psychotherapist
This paper explores a qualitative research project that drew on the work of Vivian Gussin Paley’s (1991) storytelling curriculum, where the following concepts were explored: children’s narratives through stories told, acted, and visually represented; how children construct meaning in their world; and the empowerment of voice. The study focused on the processes and growth that a diverse junior and senior kindergarten class underwent over eight weeks. The study has important implications for pedagogy and offers an innovative approach to a storytelling curriculum that engages multimodal frameworks for early literacy learning. Presenting opportunities for children to voice their storied lives orally, in image and text, and nonverbally through acting out stories enables them to explore and connect their identity texts to self, others, and the world. By engaging in, with, and through story, children reveal the complexity of their meaning-making processes, interconnecting imaginative and real experiences. By opening up learning spaces for socially constructed experiences, children’s storied lives are made visible.