Storytelling Activities Research Articles

Developmental Aspects of Fairy tale storytelling Activities by Japanese Settlers in Chosun under Japanese Rule

Developmental Aspects of Fairy tale storytelling Activities by Japanese Settlers in Chosun under Japanese Rule

Developing Creativity through Storytelling at Kindergarten Center in the Effutu Municipality, Ghana

The study essentially investigated the use of storytelling activities to enhance children’s creative abilities at a kindergarten center in the Effutu Municipality. The study adopted the quasi experimental design. The simple random and purposive sampling techniques were used to select pupils for the study. A total of sixty-three (63) children were involved in the study. The instruments used was portfolio building and documentary analysis adapted from Torrance (1999) test for creative thinking. The two-way repeated measures MANOVA was used to analyze the data. The pre-test and post-test scores of each group were compared in each of the three teaching methods observed. The results show significant multivariate effects for all the teaching methods ( ﭲ =0.453, F (2, 124) =74.78, p≤ 0.001), E= 0.493. The interaction effects of the three teaching methods were statistically significant. The study further revealed that role play was significantly more effective than the traditional method with a mean difference of (0.242), p≤ 0.001). Another major finding was that video observation was significantly more effective than role play with a mean difference of (1.754, p≤ 0.001) and traditional method with a mean difference of (1.996), p= ≤ 0.001). The study concluded that video observation and role play activities have been found to be very effective teaching methods in enhancing children’s creativity at kindergarten centers since children’s senses are directly involved in the teaching and learning process. The end result is that pupil’s creativity is enhanced. It is recommended that kindergarten centers, curriculum developers and policy-makers should therefore encourage the use of video observation and role play activities at kindergarten centers since it has been found to be useful in the development of children’s creativity.

URGENSI PENDIDIKAN KARAKTER DALAM DONGENG (Studi Kasus Buku Dongeng Komisi Pemberatasan Korupsi Seri Peternakan Kakek Tulus)

Storytelling is the oldest art’s heritage that is now to be forgotten by a half of people. Though, storytelling need to be preserved and developed as one of good activity that can support social interests extensively. Storytelling is fun activity but people rarely do it. Society development and social changes seems effect on decreasing of storytelling activities, not only at home, schools, worship place, playground but also library.

Conhecimento de professores sobre estimulação da linguagem via narração de histórias

Objetivo: Este trabalho investigou o comportamento de contar histórias de professores e o preparo para a utilização das mesmas como entretenimento e como ferramenta de estimulação da linguagem. Métodos: 19 professoras de ensino infantil foram entrevistadas quanto a: 1) Formação e preparo para contar histórias; 2) Objetivos ao contar histórias; 3) Conhecimentos sobre aquisição e desenvolvimento da linguagem e atividades de estimulação. Resultados: Os dados revelam que as professoras realizam atividades de contação de histórias em suas práticas cotidianas com alta frequência, creem que tal atividade se destaca positivamente no desenvolvimento da linguagem oral e escrita da criança, assim como na estimulação da criatividade, da imaginação e da memória. Porém, apresentam parco conhecimento sobre como realizar o preparo das histórias e o próprio preparo para realizar a atividade, sobre desenvolvimento de linguagem infantil e sobre como operacionalizar a inserção de atividades intencionais de estimulação de linguagem na narrativa oral. Conclusão: os professores realizam atividades de narração de histórias em suas práticas cotidianas e acreditam ser fator fundamental no desenvolvimento da linguagem oral e escrita da criança, bem como a da criatividade, imaginação, aprendizado e memória, porém, os profissionais receberam pouco ou nenhum preparo formal e não se expõem a apresentações profissionais.

Meningkatkan Kemampuan Membaca Permulaan Melalui Kegiatan Mendongeng dengan Variasi Media di KB PAUD PKK Wonojoyo Kediri

<p class="Default">This study aims to improve the ability to read the beginning through the activities of storytelling with media variations and know the process of improving the ability to read the beginning through the storytelling activities with media variations. The research method used is action research with Kemmis and Taggart model. Research subjects were 16 KB children. This study was conducted in two cycles consisting of eight meetings in a cycle so that there were sixteen meetings. Technique of collecting data is done through observation, interview, and documentation. Data analysis technique used in this research is qualitative and quantitative data analysis. Qualitative data analysis used is data reduction, data display, and verification. Quantitative data analysis is used to find out the percentage of reading ability improvement after the beginning of the implementation of the action using the graph. The result of the research shows that the improvement of the understanding of children's geometry can be seen from the average prasiklus value of 58, the average of cycle I average 77, and cycle II with an average of 90. So it can be concluded that the activities of storytelling with media variations can improve the ability to read the beginning</p>

PENGARUH DONGENG TERHADAP PERUBAHAN GANGGUAN TIDUR ANAK USIA PRASEKOLAH AKIBAT HOSPITALISASI DI RUMAH SAKIT

Abstract : Sleep disorder is one of the effects in a preschool children who are undergoing hospitalization. Fulfilling sleep and rest need for children is important to support the recovery of his health status. Activities such Storytelling is one of the non-pharmacological treatment of sleep disorders that use the principles of distraction. This study aims to determine the effect of a Storytelling to the change of preschooler sleep disorders. This study uses a true experimental design with a method called as pretest posttest control group design which is conducted on 10 respondents control group and 10 respondents treatment groups by providing a storytelling activity in the treatment group. The sampling was taking by using probability sampling with a method called as simple random sampling. The results of this study show about the control group with 70% of respondents who experienced a decrease in sleep disorders but not significant and 30% of respondents did not experience a decrease in sleep disorders. In the treatment group, the results showed that 100% of respondents decreased sleep disorders. Based on the results of the analysis of the dependent T test showed a significant result (p = 0.000 <0.05) in the treatment group, but the analysis results dependent T test did not show significant results (p = 0.326> 0.05) in the control group and independent T test of the difference between the results of control and treatment groups showed significant values (p = 0.002 <0.05). The conclusion, there are significant influences of storytelling to the change of preschooler sleep disorders due to the hospitalization. The advice for this study, from now hospitals can use the method of storytelling as a way to resolve children’s sleep disorders which is caused by hospitalization.Keywords : sleep disorders, preschooler, hospitalization, storytelling Abstrak : Gangguan tidur merupakan salah satu dampak yang sering muncul pada populasi anak usia prasekolah yang sedang menjalani hospitalisasi. Dalam keadaaan sakit, pemenuhan kebutuhan anak terkait tidur dan istirahat sangatlah penting untuk mendapatkan energi demi mendukung pemulihan status kesehatannya. Aktivitas membacakan dongeng merupakan salah satu terapi non-farmakologis gangguan tidur yang dilakukan dengan prinsip distraksi atau pengalihan perhatian anak terhadap sakitnya dengan cara membacakan dongeng yang menyenangkan. Penelitian ini bertujuan untuk mengetahui pengaruh dongeng terhadap perubahan gangguan tidur anak usia prasekolah akibat hospitalisasi. Penelitian ini menggunakan desain true experimental dengan metodepretest posttest control group design dilakukan pada 10 responden kelompok kontrol dan 10 responden kelompok perlakuan.Pengambilan sampel menggunakan probability sampling dengan metode simple random sampling. Hasil dari penelitian ini menunjukkan pada kelompok kontrol terdapat 70% responden yang mengalami penurunan gangguan tidur namun tidak signifikan dan 30% responden tidak mengalami penurunan gangguan tidur. Pada kelompok perlakuan, hasil menunjukkan 100% responden mengalami penurunan gangguan tidur.Bedasarkan hasil analisis uji T dependen menunjukkan hasil signifikan (p=0,000<0,05) pada kelompok perlakuan, hasil analisis uji T dependen menunjukkan hasil yang tidak signifikan (p=0,326 > 0,05) pada kelompok kontrol dan uji T independen antara selisih hasil kelompok kontrol dan perlakuan menunjukkan nilai signifikan (p=0,002< 0,05). Kesimpulan penelitian ini adalah terdapat pengaruh dongeng terhadap perubahan gangguan tidur anak usia prasekolah akibat hospitalisasi secara nyata. Saran yang dapat diberikan dalam penelitian ini adalah agar rumah sakit dapat menggunakan metode mendongeng sebagai salah satu upaya mengatasi gangguan tidur anak akibat hospitalisasi.Kata kunci : gangguan tidur, anak Usia prasekolah, hospitalisasi, dongeng

Mediação de lendas urbanas na Biblioteca Pública Municipal Lupércio Luppi

Aborda a mediação da leitura e a contação de histórias como atividades essenciais para as crianças. Destaca que a leitura da palavra escrita está associada a outras leituras possíveis de serem realizadas. Salienta que os familiares, os professores e os bibliotecários são os principais mediadores de leitura na vida das crianças. Defende que as lendas urbanas são narrativas culturais e coletivas, produto do conhecimento popular, que podem ser utilizadas na mediação da leitura. Tem como objetivos investigar a mediação de lendas urbanas na Biblioteca Pública Municipal Lupércio Luppi e demonstrar o significado da apropriação das lendas urbanas pelas crianças nas atividades de contação de histórias. Como método de pesquisa foi utilizado a observação e análise de uma contação de lendas urbanas da cidade de Londrina. Conclui que a mediação da leitura contribui para o desenvolvimento da criança, assim como para a formação do gosto pela leitura, sendo necessário o envolvimento dos familiares, dos professores e dos bibliotecários.

Listening Ability and Initiative and Creative Ideas of Primary 1 Student by Using Story Telling Activity

The purpose of this research is to compare the Listening Ability of the primary 1 students that have been taught by story telling activity and the teaching by normal teaching and to compare the Initiative and Creative Ideas of the primary1 students that have been taught by story telling and the teaching of normal method. Thus, this research is the Quasi-Experimental Research and had studied with the primary1 students of the Bangkok Kindergarten School in Thailand on the 2nd semester in the Academic Year 2016 for the total of 2 classes, each class for 25 students, results obtaining by Cluster Random Sampling. Statistics that used in data analysis are Average, Standard Deviation and Analysis of Covariance. The studied results found that the primary1 students that have been taught by the method of story telling activity have different capability in listening from the normal teaching method in the statistical significant level of .01 and the primary1 students that have been taught with the method of story telling have different Initiative and Creative Ideas from the normal teaching method in the statistical significant level of .01.

Material Development Based on Digital Storytelling Activities and Assessment of Students’ Views

<span lang="EN-US">This study was designed as a case study. The study was conducted in Anatolian Fine Arts High School during the spring semester of 2014-2015 academic year. The sample of the study consisted of a total of 10 students from 9th and 10th grades who voluntarily participated in the study. Semi-structured interviews were conducted with the 10 students named at the end of every activity. Assure instructional design model was used while designing digital storytelling activities. The data obtained from the study were analyzed through thematic analysis based on qualitative research method. Reliability method suggested by Miles and Huberman was used for reliability assessment of the study. The reliability of the thematic coding of the results was found to be 0,95 as a result of assessments. Based on the findings that digital storytelling has multidisciplinary interaction competence, it is thought that it will be appropriate to conduct future studies in different schools and fields. </span>

스토리텔링 활동이 유아의 이야기구성능력에 미치는 영향

스토리텔링 활동이 유아의 이야기구성능력에 미치는 영향

미술 통합 이야기 꾸미기 활동이 유아의 이야기 구성능력과 창의성에 미치는 효과

미술 통합 이야기 꾸미기 활동이 유아의 이야기 구성능력과 창의성에 미치는 효과

Storytelling and meal experience concepts

ABSTRACTThe aim of this study is to explore how storytelling with local and regional origin can be used to develop meal experience concepts in restaurants. Focus is on Nordic food from the perspective of the experience economy. The first goal is to analyse the transformation of menus into experience concepts and dining areas into experiencescapes. The second goal is to investigate if storytelling activities in restaurants can lead to destination development. It is also reflected upon if meal experience storytelling in restaurants has implications for consumers’ everyday food consumption. Three cases in Sweden and Norway with different storytelling strategies are selected. In all these cases, the stories are unique, the places are linked to the stories and the personnel take part in the storytelling activities. The stories are easy to communicate and easy for the target group to connect to. The menus are linked to the story and are all based on local Nordic food culture and local food products. The menus are set and offered in experiencescapes that in various ways fit the stories. The concepts have contributed to the destinations with more visitors, more collaboration among businesses and increased media attention.

Beat gestures improve word recall in 3- to 5-year-old children

Although research has shown that adults can benefit from the presence of beat gestures in word recall tasks, studies have failed to conclusively generalize these findings to preschool children. This study investigated whether the presence of beat gestures helps children to recall information when these gestures have the function of singling out a linguistic element in its discourse context. A total of 106 3- to 5-year-old children were asked to recall a list of words within a pragmatically child-relevant context (i.e., a storytelling activity) in which the target word was or was not accompanied by a beat gesture. Results showed that children recalled the target word significantly better when it was accompanied by a beat gesture than when it was not, indicating a local recall effect. Moreover, the recall of adjacent non-target words did not differ depending on the condition, revealing that beat gestures seem to have a strictly local highlighting function (i.e., no global recall effect). These results demonstrate that preschoolers benefit from the pragmatic contribution offered by beat gestures when they function as multimodal markers of prominence.

Teaching Speaking to Young Learners Through Storytelling: A Case Study at Primary School

Recently, many primary schools in Indonesia have focused their English language teaching mainly on the students ability to speak in English. The primary schools provide students with storytelling which promote their speaking ability. This research aims to portray the storytelling activity in the teaching of speaking that the teacher conducted involving primary school students and to find out the ways how the teacher sets up each of those activities. This study was conducted at one International Primary School in Bandung. The participants of this study were one teacher and the students at the primary 1 up to primary 4 consisting of 44 students. This study employed a case study design. Three instrumentations were used to gain data. The data were analyzed qualitatively in accordance with the two research questions. The validation of the data was conducted through triangulation. The findings revealed that the teacher applied storytelling in the teaching of speaking to the primary schools students (classes 1 up to 4). In conducting the classroom activities, the teacher has provided meaningful and purposeful activities which have followed the three dimensions of learning a target language. The activities to some extent were relevant to young learners learning characteristics and their constructed knowledge. Moreover, the research showed that the teacher organized the classroom activities through 1) teaching a class as a whole, 2) organizing group work and 3) organizing oral performance. In organizing the classroom activities, the teacher has promoted the students ability to communicate their ideas and thought in English.

Technology‐enhanced storytelling stimulating parent–child interaction and preschool children's vocabulary knowledge

AbstractPreschool children's vocabulary mainly develops verbal through interaction. Therefore, the technology‐enhanced storytelling (TES) activity Jeffy's Journey is developed to support parent–child interaction and vocabulary in preschool children. TES entails shared verbal storytelling supported by a story structure and real‐time visual, auditory and textual prompts on a tablet computer. In this exploratory study, we investigated how TES influenced parent–child interaction and vocabulary. An experimental pretest‐intervention‐posttest design was followed with 44 3‐year‐old children and their parents in the experimental group and 27 peers in the control group. Results revealed that TES stimulated active child involvement and generated parent–child interaction, yet a great variety in TES characteristics both in time spent and usage of prompts was found among participants. Dyads that spent more time on story phases showed more and higher quality parent–child interaction. The usage of prompts was associated with improved parent–child interaction quality. Finally, an effect of TES was evidenced on children's productive vocabulary knowledge. To conclude, this study demonstrates that TES can be considered as a promising context for fostering parent–child interaction and children's vocabulary development.

Problems in the acquisition of Noun Class 11 among Xhosa children

While there has been research on the partial or complete merger of Noun Classes 5 and 11 in a number of Bantu languages, no study has focused specifically on the acquisition of Cl. 11 by Xhosa-speaking children. In this paper we test our hypothesis that Xhosa-speaking children in both urban and rural areas no longer, or very seldom, use Cl. 11 prefixes. We use a number of speech-prompting methods: eliciting responses to pictures, story-telling activities and family questionnaires, as well as observations of parent/child and carer/child interactions. We conclude that Xhosa children have internalised a grammar in which both Cl. 11 and Cl. 5 prefixes are acceptable for Cl. 11 Xhosa nouns, with Cl. 5 prefixes and concords being preferred.

Effectiveness of TB sensitization initiatives in improving the involvement of self help group members in rural TB control in south India.

The 'End TB strategy' has highlighted the importance of inter-sectoral collaboration and community mobilization for achieving zero TB deaths by 2020. The aim of the study was to develop and test a model TB sensitization programme involving self help groups (SHGs). This experimental study was conducted in two blocks (intervention and control), in Tiruvallur district. The intervention content included short-lecture, musical story telling activity, role play, short film on TB. The impact was compared at baseline, third and sixth months in terms of SHGs' awareness, promotion of awareness, identification and referral of presumptive TB cases and provision of TB treatment. A total of 764 vs 796 SHGs were enrolled in control and intervention groups, respectively. The knowledge attitude, and practice score (lower score indicated a better attitude and practice), from baseline to 6 months was significantly reduced (29 to 24) in the intervention group. Similarly, a significant difference was observed in identification and referral of chest symptomatics in the intervention group at 3 and 6 months. During the 3 month follow-up a significantly higher proportion of SHG members were involved in TB awareness activities in the intervention (623/748 [83.3%]) vs control group (471/728 [64.7%]; p<0.001). Findings from this study highlight the feasibility of involving SHGs through a model TB sensitization program for strengthening TB prevention and control activities.

Using augmented reality technology in storytelling activities: examining elementary students’ narrative skill and creativity

The aim of the study was to examine the effects of augmented reality technology on stories in terms of narrative skill, story length and creativity and also to examine correlations between these variables. Posttest-only design with a nonequivalent group model was used. In this study, the sample consisted of 100 fifth-grade elementary students, comprising 46 boys and 54 girls. Purposive and convenience sampling methods were applied. For purposive sampling, the group's ages, education levels, and experiences in storytelling activities were gathered, and for convenience sampling, easy access to schools was considered. As data collection tools, a suitable narrative scale was used which was found in the literature and creative story form was developed by the researcher. According to the findings, mean scores for all variables for the experimental group were higher than those for the control group. Also, a statistically significant mean difference was found between the experimental and control groups with regard to narrative skill, length of stories, and creativity in stories. In fact, a positive correlation was found between all variables. It is important to recognize when a technology is found to contribute positively to narrative skill and creativity in telling stories, and to ensure this technology is used. Determining correlation between these variables may provide a contribution to studies about evaluating the effect of the new technologies.

The Use of High Order Thinking Skill in Story Telling Method in Order to Improve Children' Critical Thinking

Children need to be equipped with the ability to navigate the world and to think independently, not just recite facts. One of the thinking ability dimensions is creating thinking associated with the ability to explore ideas, conclude possibilities, and find correct answers more than one answer. In this era of globalization and advances in technology, where changes rapidly occur in community, creative thinking ability is a need for every human being who want to succeed in a variety of competitions. Therefore, the ability to think creatively should be given since the age of early childhood. One way to develop critical and creative thinking is to give children experiences in thinking critically and creatively and it is known as high order thinking skills (HOTS). As basic of developing HOTS we can learning domains created by Benjamin Bloom. Accordingly there are three domains, these are cognitive, effective, and psychomotor In Kindergarten level, to train high order thinking to children is through joyful activities and not through hard thinking exercices and it is satisfying kindergarten motto that is learn by playing and play while learning. One of joyful activities for children in which we can develop high order thinking skills is story telling. A structured and systematic story telling activity is story telling method, This method has been broadly used in many kindergarten because naturally there is no child who doesn't like a story. The purpose of this method generally is to develop language aspect of children development. However, other aspects can also be developed in line with the development of language, one of them is cognitive aspect Usually, story telling method is attributed by ask and answer activities that can take place before, while, and after story telling. In this activities teacher ^k the children what they have heard to check their understanding. .Sometimes, the teacher ask them about the story before the story is delivered to them. This strategy is to train them to predict a story by thinking about the title of the story. However, observations to some kindergarten classes - showed that most of the teachers questions were about remembering something rather than asking them to think critically. This paper will describe how teacher can make children think creatively and critically by using High Order Thinking Skills (HOTS) questions in a story telling activity. Â

DONGENG NUSANTARA SEBAGAI WAHANA MEMATANGKAN EMOSI ANAK DALAM BERCERITA

In the story telling activity, it is often encountered many children that are intelligent and brilliant performance cannot process their emotions, so that their understanding of a story that should be channeled properly through emotional intelligence are not formed. In the process of finalizing the EI of students, the role of teachers is necessary. Teachers can use fairy tales as one literary work that can be used to develop EI of students. Fairytale has the potential to contribute to the emotional development of students. This is due to the involvement of all the senses when the students are listen/read a fairy tale. In addition, the fairy tale is effectively used in order to instill the values and ethics, including empathy and sympathy learners. The usage purpose of archipelago fairytale in storytelling is to help students cultivate EI, so it can provide a positive influence on the various actions taken by the student. The content of this article is about (1) the role of teachers in telling a story, (2) the emotional development of students, (3) storytelling as a stimulation to the EI of the students, and (4) the characteristics of fairytale archipelago right to ripen the EI of students