Storytelling Sessions Research Articles

“Ti Tiin Itiin”: An Introduction to the Performance Esthetics of the Konkomba Folktale

Abstract At the sound of the expression, “Ti tiin itiin” (translated as ‘Let us tell stories’), every Konkomba who is familiar with Konkomba storytelling knows that it is time for some traditional entertainment, education, and free psychotherapy, among other things, via oral storytelling. Although storytelling and its benefits have been widely explored, the Konkomba storytelling culture remains largely unexplored. This paper seeks to fill this gap by exploring the oral performance esthetics associated with the art of storytelling among the Konkomba people of Ghana. The paper discusses the key performance structures or elements of the Konkomba folktale, gestures to the culture-specificity of some of these structures, and argues that though oral and seemingly arbitrary, indigenous oral performances such as Konkomba storytelling are well-structured oral verbal arts. The paper further notes that community – and for that matter the audience at a storytelling session – plays an integral part in the composition and performance processes in traditional theaters such as Konkomba storytelling sessions.

Preserving Human Culture in Schools Through Oral Storytelling: Perspectives From Teachers in Eastern Cape, South Africa

With the growth of technology, elderly people in societies no longer gather children to conduct oral storytelling sessions, which are regarded as important tools for the preservation of culture. The objective of this study was to investigate how culture can be preserved through oral storytelling in schools and to determine how oral storytelling can be revived. Vygotsky’s (1978) Sociocultural Theory, which emphasises the importance of social interaction in the construction of social meaning, anchored this inquiry. A qualitative approach, entrenched in an interpretive paradigm, was utilised. An exploratory research design was chosen for this study. Semi-structured interviews were used to gather data from 6 purposely chosen language teachers, that is, 3 grade 9 English Additional Language teachers, and 3 isiXhosa teachers in the Eastern Cape Province, South Africa. Data, which were thematically analysed, indicated that oral storytelling has deteriorated in schools due to curriculum changes, and the influence of the Fourth Industrial Revolution. Multimedia storytelling has replaced oral storytelling. Furthermore, there is a lack of professional development in cultural heritage. The non-practice of oral storytelling could have a negative impact on preserving human culture in schools. The study recommends that culturally literate people from communities, including parents, should be utilised in schools to conduct storytelling sessions to preserve culture. This could be done through the organisation of cultural activities in which learners participate in oral storytelling. By integrating oral storytelling into the educational system, societies can ensure that future generations remain connected to their cultural roots while developing important cognitive and social skills. Keywords: Human Culture, Language Teachers, Oral Storytelling, Preservation, Social Interaction

Effect of Dramatic Storytelling on Emergent Literacy in EFL: Evidence from the UAE Kindergartens

ABSTRACT Adopting a combination of quasi-experiment and formative research design, this study developed, implemented, and evaluated an intervention model that provided the kindergartners with intensive experiences with dramatic storytelling. The samples were 200 children from 10 classes of three kindergartens in Abu Dhabi, the UAE, with 107 in intervention classes, and 93 in control classes. The intervention program covered four English dramatic stories that were taught in 16 sessions in eight weeks. The dramatic storytelling sessions were characteristic of use of print copy of storybook and dramatization. Quantitative data were collected through structured observation of the child’s classroom activities and parent survey on the child’s learning EFL at home. General linear model repeated measures revealed that the main effects of group (intervention and control) and time (pre- and post-intervention) in predicting the mean scores of the composite of classroom activities and the child’s action to learn EFL at home were significant. This study offered a micro-curriculum model of a dramatic storytelling approach to EFL teaching, which may serve as a conceptual framework for developing kindergarten-based EFL curriculum in the UAE and similar contexts.

The Role of Folklore in Building Character and Early Childhood Language Skills

This study explores the role of folklore in shaping the character and language skills of early childhood learners. Folklore, rich in cultural values and moral lessons, serves as an effective medium for instilling virtues such as empathy, respect, and responsibility in young children. Through storytelling, children not only engage with the narratives but also enhance their linguistic abilities, including vocabulary acquisition, comprehension, and narrative skills. The research employs a qualitative approach, gathering data through observations, interviews with educators, and analyses of children's responses during storytelling sessions. The findings indicate that incorporating folklore into early education significantly promotes moral development and language proficiency among children. Furthermore, it highlights the necessity of integrating cultural narratives into educational practices to foster a holistic learning environment. The study underscores the importance of folklore as a vital tool for educators in nurturing the character and language skills of young learners, ultimately contributing to their overall development

Sensory Enhanced Interactive Storytelling Technique (SEIS-T): Supporting Active Communication Through Short, Multimodal Narratives

ABSTRACT Creating meaningful interaction can be challenging for communication partners of persons with intellectual disabilities and hearing impairment (IDHI). To elicit moments of interaction and communication, the sensory-enhanced interactive storytelling technique (SEIS-T) has been developed within clinical and educational practice for people with IDHI and their communication partners. SEIS-T uses custom-made storybooks, referential objects and augmentative and alternative communication (AAC). Although many positive communicative moments with SEIS-T have been mentioned by practitioners, scientific research regarding this approach is limited. The present study aimed to alleviate this by examining changes in communication patterns and engagement of children with IDHI over the course of 10 repeated SEIS-T sessions and comparing the results to regular storytelling sessions. Six children participated in a multiple-baseline study. An event-sampling method was applied to analyse videos of the reading sessions, with respect to the children’s verbal and nonverbal communicative acts (role, form and complexity), and their attention to the storytelling. Non-overlap of all pairs (NAP)-analysis was used to test differences between the baseline and intervention phase for each participant. Promising improvements were seen in the frequency and variety of communicative acts by the children and in their focused attention during storytelling, when employing the SEIS-T.

Parental Involvement in Reading Among Grade 1 Learners

Parental involvement in reading is crucial for learners. Active engagement helps develop early reading skills, boost self-esteem, and improve parent-child relationships that may grow their children's reading experiences by having frequent storytelling sessions, having book discussions, and setting up a family that values literacy. This study determined the nature of parental involvement in reading among Grade 1 learners in the three identified public elementary schools in Cebu, Philippines. The instruments used in the study included a researcher-made questionnaire administered to 174 parents. Quantitative data from the questionnaire were analyzed using statistical measures such as frequency, simple percentage, weighted mean, and the Chi-square test of independence. It was concluded that although parents were somewhat involved, parents were more active in learning at home. The parental involvement was often modest. The same empirical findings showed no correlation between the respondents' diversified profiles and parental reading engagement with Grade 1 learners. Aware of the results, the researchers politely suggested using the action plans explicitly created to help parents involve their children in reading.

Comic Life: An Effective Intervention to Reduce Aggressive Behavior in Early Childhood

This study evaluates the effectiveness of the Comic Life intervention in reducing aggressive behavior among early childhood students. Utilizing an experimental design with pre-test and post-test control groups, the research was conducted over four weeks at RA As-Syafiiyah. Initial assessments identified potential issues through observations and interviews. Comic Life, an educational medium, was then developed and validated by experts. During the intervention phase, 21 children from class B engaged with Comic Life media through interactive storytelling sessions. Pre- and post-intervention data on aggressive behavior were collected using a validated questionnaire tailored to early childhood social-emotional development. The data were analyzed using the Wilcoxon signed-rank test and Mann-Whitney U test. Results indicate a significant reduction in aggressive behaviors post-intervention, with a large effect size (p = 0.003) and a rank-biserial correlation of -0.76. The findings underscore the potential of comic-based educational media in promoting positive behavioral outcomes among young children. This study highlights the importance of innovative and engaging methods in behavioral interventions, offering valuable insights for educators and policymakers. Future research should explore long-term effects and broader applications of similar interventions in different cultural and educational contexts to further validate these findings. Expanding the scope to include a range of behavioral issues and exploring the role of various types of educational media could provide a more comprehensive understanding of effective strategies for early childhood education.

Pengaruh Dongeng Terhadap Regulasi Emosi Pada Anak Usia Dini

This study aims to examine the effect of giving fairy tales on the emotional regulation of kindergarten-aged children. The research method used was pre-experimental with a quantitative approach. The research subjects were children aged 4-6 years at the UNP Padang Laboratory Development Kindergarten. The treatment in the form of giving fairy tales was carried out for 4 consecutive days, with pre-test measurements before treatment and post-test after treatment. The data collection instrument uses a Likert scale formulated positively and negatively to measure children's emotional regulation. The results of the study showed that there was significant development in children's emotional regulation after receiving treatment in the form of giving fairy tales. This can be seen from the difference in pre-test and post-test results which show an increase in scores on the Likert scale. Evaluation of children's emotions is carried out after each storytelling session to monitor the development of their emotional regulation. Researchers also gave rewards to children as a form of appreciation for their participation in the research. This research contributes to the understanding of the influence of fairy tales on the emotional regulation of kindergarten-aged children. The implication of this research is the importance of paying attention to environmental factors and learning methods that can influence children's emotional development. It is hoped that the results of this research can become a basis for developing better educational programs to improve emotional regulation in early childhood.

Therapeutic and developmental benefits of fairy tales in early childhood: A mini-review

The role of fairy tales in preschool-aged children's emotional and cognitive development is discussed. Separating good from evil makes it easier for children to cope with conflicting emotions. This encourages creative thinking and personality growth as representations of conscious and unconscious motifs in stories guide children through their thoughts. Fairy tales even provide secure, comforting, and supporting feelings though they relate to conflicts or endangerment themes, fostering positive self-image and emotional intelligence in kids. It was found that a happy ending to a fairy tale lessens tension, alleviates anxiety arising from developmental fears, and meets the need for justice among kids. Representation of negative characters in these stories contributes positively to emotional development. In Australia, research has shown that talking about fairy tales helps a child meet emotional needs, especially when told in groups with accompanying acting out. In addition, the article examines how therapeutic fairy tales can decrease fearfulness while dealing with actual life problems throughout this period. Moreover, the paper explores how fairy tales might be used as therapy to address anxiety as well as real-life conflicts during emotional development. Essential for appreciating children’s fantasies that can lead to internal conflicts because of their inability to express themselves in any other manner, it is pertinent for parents and their kids to have storytelling sessions where they can talk about anything. Lastly, fairy tales are sources of inspiration; they teach morals and values; tools necessary for mental growth, cognitive advancement, moral maturity, and creativity, making people think critically and interrogatively.

The Squirrel, Omelette, and the Truths: An Ethnographic Narrative Exploration of Philosophical Dialogue and Literacy with Young Learners

Abstract: This paper explores the innovative approach of engaging young learners in philosophical dialogue through creative storytelling. Employing an ethnographic narrative methodology, it examines storytelling sessions between the first author and her eight-year-old son, focusing on the emergent discussions about multifaceted truths inspired by the whimsical tale of “Omelette”, a fish that, according to the young storyteller, lays pre-cooked omelettes. By integrating narrative theory and elements of folklore and mythology, this paper reveals how such narratives can significantly enhance literacy and philosophical understanding in children. This research highlights the potential of storytelling as a dynamic educational tool, offering insights into the development of critical thinking and literacy skills.

P184: Creativity during COVID-19: Evaluating an online TimeSlips storytelling program for people living with dementia during quarantine in Cloumbia

Objectives:Since its first implementation in 1998, significant evidence has been presented of the positive impact of the TimeSlips creative expression method for people with dementia in long-term care (LTC) settings. Our research with people with dementia in Colombia extends this evidence in important new directions: it is the longest TimeSlips study to date (at 32 consecutive weeks); it is the first to evaluate the feasibility of the online delivery of the method (in response to the strict COVID-19 quarantine in Colombia); it is the first study to investigate the impact of the TimeSlips method on the personhood, quality of life and psychological well- being of Spanish-speaking participants in non-LTC settings in the Global South.Methods:Trained facilitators provided weekly, one-hour TimeSlips group storytelling sessions via Zoom over 32 consecutive weeks to eight participants with dementia. Semi- structured interviews of participants and care partners were conducted within one week of the final intervention. Thematic analysis evaluated the resultant qualitative data.Results:Our online implementation of the TimeSlips creative expression method reinforced key facets of participants’ personhood (self-expression and self-perception, which led in turn to increased care partner appreciation), had a positive impact on key domains of quality of life (mood, energy levels and cognitive function) and stimulated a key aspect of psychological well-being (the formation and maintenance of social ties).Conclusions:Our study demonstrated that the online delivery of the TimeSlips method to participants who remain in their own homes is both feasible and effective. With more than 2.5 million people with dementia in Latin America (most of whom remain at home post-diagnosis) and a predicted 180% increase in prevalence to 2050 (compared with a 70% increase in Europe), our pioneering study offers important precedents for future, related research, in which a direct comparison between the benefits of online versus face-to-face delivery of the method would be important next step.

Collective resistance as a means to healing. A narrative participatory study with sexual minority refugee & asylum-seeking people

ABSTRACT The number of people in exile is rising. Sexual and ethnic minority refugee and asylum-seeking people present with special needs. This study utilised a collective narrative participatory design to explore how storying collective ways of resisting the effects of trauma, amongst gay and lesbian forced migrant people of Black African and Asian backgrounds in an urban context (London, UK) can be constitutive of healing. To do this, purposeful sampling procedures were pursued. Data collection was through individual and group format story telling sessions. Both sessions were structured around a co-constructed metaphor ‘Passport of Life’. Narrative analysis was employed to examine the data, co-shaped with participants. Findings indicate that participants’ (collective) storytelling is crafted as a site for resistances to emerge and be re-affirmed. Resistance pathways are inextricably linked to participants’ diverse subjectivities. Healing is constituted as a dynamic process, bound by narrated and physical configurations of spaces of togetherness, which have re-definitional, hope-inducing, and social justice properties. The results support the use of participatory and narrative means for expanding (untold) stories of overcoming and supporting opportunities for healing and redress amongst this population. Implications for policy making, research, and psychological practice are considered.

Tangible digital collaborative storytelling in adolescents with intellectual disability and neurodevelopmental disorders.

Collaborative storytelling can be a helpful tool to promote cognitive and social skills in adolescents with neurodevelopmental disorders. The current study aimed to explore the benefits of collaborative storytelling using traditional (TST), digital (DST), and tangible digital (TDST) methodologies. Fourteen Spanish students with mild to moderate intellectual disability and other neurodevelopmental comorbid disorders participated in collaborative storytelling sessions in the classroom, following an experimental, mixed, and cross-sectional design. The study comprised three individual assessments of narrative skills and eight collaborative storytelling sessions using different storytelling methodologies. Individual and collaborative stories were videotaped, transcribed verbatim, and analysed for formal and content characteristics. Behaviours and interactions during the collaborative storytelling were analysed for each group and session. The results show a positive effect of collaboration on students' stories, compared to individual performance, regardless of the methodology used. Collaboration, technological device handling, and shared storytelling did not present a barrier for the participants.

Can storytelling of women’s lived experience enhance empathy in medical students? A pilot intervention study

Purpose This pilot study aimed to investigate the acceptability and efficacy of a patient storytelling intervention (live and recorded) on empathy levels of medical students. Materials and methods Medical students participated in a storytelling intervention that had three components: listening to live or recorded stories from women with abnormal uterine bleeding, reflective writing, and a debriefing session. Empathy scores of students pre- and post-intervention were measured using the Jefferson Scale of Empathy-student version (JSE-S). Students also completed a feedback survey. Descriptive and inferential statistics were used to analyse quantitative data and content analysis was used for text comments. Results Both live and recorded storytelling interventions had positive effects on student’s empathy scores post intervention. Overall, students were satisfied with the intervention and reported that it improved their understanding of life experiences of women. Suggestions were made for an in-person storytelling session and interactive discussion after listening to each story. Conclusion A storytelling intervention has the potential to improve medical students’ empathy and understanding of lived experience of women with health conditions. This could be valuable when student-patient interactions are limited in healthcare settings, or to enable stories of small numbers of patient volunteers to reach students.

Storytelling in EFL primary education: Defining a sociocritical and participatory model with pre-service teachers

This study explores the challenges faced by 25 future primary school teachers of English as a foreign language (EFL) when designing a storytelling session aimed at promoting young learners’ linguistic competence—the norm in the practice of EFL storytelling—, while simultaneously activating their higher order thinking skills and raising their awareness of social justice issues. Data collection instruments included student reflective journals and recordings of the instructional sessions. The main difficulties the trainees encountered on developing this multi-faceted approach with the well-known fairy tale Little Red Riding Hood included designing tasks to successfully enhance the children's participation, encourage their critical thinking, and specifically target content related to social justice. The challenges reported in this study led to the definition of a comprehensible set of guidelines which teachers interested in conducting EFL storytelling from this expanded perspective might usefully employ with younger learners.

Videoed storytelling in primary education EFL: exploring trainees’ digital shift

Abstract This study explores the challenges and benefits primary education EFL trainees (N = 28) reported when designing and videoing a storytelling session originally intended to be conducted offline with young learners. This change of scenario was caused by the COVID-19 crisis. The data for the study were derived from the trainees’ written reflections, focus group interviews, videos of instructional sessions and student-authored multimodal videos, which were explored to interpret trainees’ creative processes while engaged in multimodal composing. The results indicate that trainees hold videoed storytelling to have a similar number of challenges and benefits as face-to-face storytelling. However, two of the reported advantages, enhanced creativity and self-confidence, sit at misconceptions based on trainees’ limited knowledge of the pedagogical potential of multimodal resources. The findings have important educational implications in helping develop a pedagogy of videoed storytelling, while also highlighting the need for teacher training programs to specifically target the development of teachers’ competence in multimodal pedagogy.

Sharing Intergenerational Food Stories on the Land and Online to Engage Mi’kmaw Children in Indigenous Food Sovereignty

Introduction: Within Indigenous cultures, stories about food and health have been shared on the land because the land, air, water, and ice are where food naturally grows and exists. Yet, Indigenous children are increasingly using online technologies to gather knowledge and share stories with their communities. Objectives: Through analyzing a storytelling session led by a Mi’kmaw Knowledge Keeper, this paper explores how land-based learning can come together with online technology to engage children in Indigenous food sovereignty. Methods: This study is situated within an intergenerational Mi’kmaw foods project called the Land2Lab Project and is guided by Two-Eyed Seeing and decolonial theory. We used narrative inquiry to explore a Knowledge Keeper’s storytelling session that was conducted with 14 Mi’kmaw children. Results: Through this study we learned that we can prioritize Mi’kmaw knowledge both on the land and online. Yet, spending time on the land intergenerationally learning about Mi’kmaw foodways is imperative to maintaining Mi’kmaw food knowledge and engaging children in Indigenous food sovereignty. Conclusion/Discussion: While online technology may seem paradoxical to land-based learning, some elements of intergenerational storytelling can happen online and on the land, and both can be used to support the protection of Mi’kmaw knowledge systems, foodways, and health for future generations.

Tarkib’s Contemporary Arts Festival in Baghdad

Tarkib’s Contemporary Arts Festival in Baghdad

Second language acoustic–prosodic entrainment in conversation and storytelling

Prosodic entrainment is the tendency for individuals to modify their acoustic-prosodic speech behaviors to converge with the behaviors of their interlocutors. Evidence of entrainment in the native language (L1) is robust, yet research regarding its development in the second language (L2) is sparse. To examine prosodic entrainment in spoken dialogues, we developed a natural speech corpus in which spontaneous conversations of 30 young adults were collected. Data from 15 dyadic groups of participants in the conversation and the story-telling sessions in both their native language (Mandarin Chinese) and L2 (English) were collected and analyzed. Prosodic entrainment has been examined with the low-level prosodic features, a bundle of the acoustic measure (i.e., f0, speaking rate), and voice measures (i.e., jitter and NHR). Individual difference measures (i.e., attention to details, communication skills) are also examined, and their correlations with the prosodic features are reported. The research is expected to contribute to the study of L2 prosody acquisition and human–machine interaction as well as future research in turn-taking, conversational analysis, and individual differences in L1 and L2 speech behaviors.

COVID- 19 and human right to food: lived experiences of the urban poor in Kenya with the impacts of government’s response measures, a participatory qualitative study

BackgroundGlobally, governments put in place measures to curb the spread of COVID-19. Information on the effects of these measures on the urban poor is limited. This study aimed to explore the lived experiences of the urban poor in Kenya in the context of government’s COVID-19 response measures and its impact on the human right to food.MethodsA qualitative study was conducted in two informal settlements in Nairobi between January and March 2021. Analysis draws on eight focus group discussions, eight in-depth interviews, 12 key informant interviews, two photovoice sessions and three digital storytelling sessions. Phenomenology was applied to understand an individual’s lived experiences with the human right to food during COVID − 19. Thematic analysis was performed using NVIVO software.ResultsThe human right to food was affected in various ways. Many people lost their livelihoods, affecting affordability of food, due to response measures such as social distancing, curfew, and lockdown. The food supply chain was disrupted causing limited availability and access to affordable, safe, adequate, and nutritious food. Consequently, hunger and an increased consumption of low-quality food was reported. Social protection measures were instituted. However, these were inadequate and marred by irregularities. Some households resorted to scavenging food from dumpsites, skipping meals, sex-work, urban-rural migration and depending on food donations to survive. On the positive side, some households resorted to progressive measures such as urban farming and food sharing in the community. Generally, the response measures could have been more sensitive to the human rights of the urban poor.ConclusionsThe government’s COVID-19 restrictive measures exacerbated the already existing vulnerability of the urban poor to food insecurity and violated their human right to food. Future response measures should be executed in ways that respect the human right to food and protect marginalized people from resultant vulnerabilities.