Abstract
AbstractThis study tests the effectiveness between linear storytelling (the story has only one direction) and non-linear storytelling (the story has many directions) approaches on the social and emotional development of pre-school children in Sri Lanka. Thirty-six (36) pre-school children aged between four to five (4–5) participated in the study. The non-linear storytelling and linear storytelling sessions were administered to the children and observed them during the activity time. Qualitative data were collected by using observational notes, interviews, and recorded videos during the storytelling session and activity time. The study showed that the social and emotional skills were remarkably different among linear storytelling and non-linear storytelling approach. The linear storytelling approach had a limited effect on the social and emotional development of the child while the non-linear storytelling approach had a continued effect.KeywordsStorytellingPre-school educationChildrenSocial and emotional development
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