Chapter

Storytelling and Story Acting: Meaning Extended

Patricia M. Cooper

in The Classrooms All Young Children Need

Published by University of Chicago Press

Published in print October 2009 | ISBN: 9780226115238
Published online February 2013 | e-ISBN: 9780226115252 | DOI: http://dx.doi.org/10.7208/chicago/9780226115252.003.0005
Storytelling and Story Acting: Meaning Extended

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This chapter explores Vivian Paley's signature “storytelling curriculum” from various viewpoints by delineating its essential components and reflecting on its similarities and differences with respect to fantasy play. The chapter describes the significance of the storytelling curriculum and talks about what it has meant to her own identity as a teacher of young children, and to her work with a teacher who has only recently become a teacher of storytelling. In Mrs. Tully's Room: A Childcare Portrait (2001), Paley suggests ways “to take” stories in a group where the age of the children, time, or classroom dynamics do not permit an individual child's dictation. The chapter details the power of the storytelling curriculum to early literacy development, including its usefulness in teaching young children “written language.” The chapter also contrasts the storytelling curriculum in this regard with the writing workshop approach.

Keywords: storytelling curriculum; fantasy play; storytelling; written language; literacy development; young children

Chapter.  13838 words. 

Subjects: Schools Studies

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