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1. Helping Young Children to Delay Gratification (EJ796472)
Author(s):
Lee, Pai-Lin; Lan, William; Wang, Chiao-Li; Chiu, Hsiu-Yueh
Source:
Early Childhood Education Journal, v35 n6 p557-564 Jun 2008
Pub Date:
2008-06-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Delay of Gratification; Young Children; Labeling (of Persons); Story Telling; Control Groups; Kindergarten; Gender Differences
Abstract: The ability to delay gratification (DG) in young children is vital to their later development. Such ability should be taught as early as possible. One hundred kindergartners (Mean age = 6.11), randomly assigned to three groups; (a) labeling: received the treatment of being labeled as "patient" kids; (b) story-telling: were read a story about the patient antagonist rewarded double gifts, while the impulsive character got only one same reward; (c) control: received no treatment. Under the DG task of Ball-Moving Activity, the ANOVA results showed the children in labeling group delayed longer (M = 13.23 m) than the control one (M = 11.25 m), showed marginal significant difference at p = 0.06, medium effect size magnitude at eta[superscript 2] = 0.06. No significant mean differences were found between the story-telling (M = 12.68 m) and the control group, though the story-telling group delayed more than 1 min longer than their counterparts. Sex differences on the task are also discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Project-Based Community Language Learning: Three Narratives of Multilingual Story-Telling in Early Childhood Education (EJ818871)
Lotherington, Heather; Holland, Michelle; Sotoudeh, Shiva; Zentena, Mike
Canadian Modern Language Review, v65 n1 p125-145 Sep 2008
2008-09-00
Descriptors: Second Language Learning; Foreign Countries; Literacy Education; Action Research; Elementary School Teachers; Multilingualism; Emergent Literacy; English; Urban Areas; English (Second Language); Second Language Instruction; Teaching Methods; Story Telling; Teacher Attitudes
Abstract: At Joyce Public School (JPS) in the Greater Toronto Area, we are engaged in ongoing collaborative action research to develop pedagogical approaches to emergent literacies that engage multilingual, multicultural, and multimodal perspectives in complex interplay. Our research is grounded in the challenges children experience in acquiring literacy across home, school, community, and societal contexts in a culturally and linguistically diverse urban setting, given limited curricular opportunities for involving multiple languages in literacy education. Our research involves collaboratively designed classroom-based narrative projects that productively entwine multilingualism, English language discovery, and digital technologies in elementary literacy instruction. This article provides first-person perspectives on and an analytical discussion of the emerging pedagogies of three primary-grade teachers involved in our collaborative multiliteracies research who successfully engage multilingualism in English language and literacy education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. "Currere" as Transformative Story Telling in Religious Education (EJ799560)
Kissel-Ito, Cindy
Religious Education, v103 n3 p339-350 May 2008
2008-05-00
Journal Articles; Reports - Descriptive
Descriptors: Story Telling; Educational Experience; Religious Education; Guidelines; Spiritual Development; Critical Thinking; Theory Practice Relationship; Teaching Methods
Abstract: This article examines "currere" (a method for autobiographical reflection proposed by William Pinar) as a helpful framework for reflecting on religious educational experiences from a subjective and narrative perspective. The author suggests that this process is important for contemporary religious education as it provokes reflection on the relationships between academic knowledge, a person's life of faith, and the ways these overlap with church and society. Using thick description as a form of story telling, the author models this method as a practice of critical analysis that provides transformative insights for theory and practice in religious education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Narrative in Adolescent Specific Language Impairment (SLI): A Comparison with Peers across Two Different Narrative Genres (EJ774316)
Wetherell, Danielle; Botting, Nicola; Conti-Ramsden, Gina
International Journal of Language & Communication Disorders, v42 n5 p583-605 Sep 2007
2007-09-00
Descriptors: Adolescents; Error Analysis (Language); Measures (Individuals); Language Skills; Language Impairments; Personal Narratives; Story Telling; Oral Language; Comparative Analysis; Syntax; Linguistic Performance; Interpersonal Communication; Evaluation Methods
Abstract: Background: Narrative may provide a useful way in which to assess the language ability of adolescents with specific language impairment and may be more ecologically valid than standardized tests. However, the language of this age group is seldom studied and, furthermore, the effect of narrative genre has not been explored in detail. Methods & Procedures: A total of 99 typically developing adolescents and 19 peers with specific language impairment were given two different types of narrative task: a story-telling condition and a conversational condition. Four areas of narrative (productivity, syntactic complexity, syntactic errors and performance) were assessed. Outcomes & Results: The group with specific language impairment was poorer on most aspects of narrative confirming recent research that specific language impairment is a long-term disorder. A number of measures also showed interactions between group and genre, with story-telling proving to be a disproportionately more difficult task for the specific language impairment group. Error analysis also suggested that the specific language impairment group was making qualitatively different errors to the typically developing group, even within a genre. Conclusions: Adolescents with specific language impairment are not only poorer at both types of narrative than peers, but also show different patterns of competence and error, and require more support from the narrative-partner. Clinical Implications: Assessments of adolescents are less frequent than at younger ages. This is partly because of the sparsity of tests available in this age range. Qualitative analysis of narrative might prove a useful alternative. The findings suggest that in every-day conversation, young people with specific language impairment manage their difficulties more discreetly and this might make them harder to identify in a mainstream setting. (Contains 7 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Can Social Stories Enhance the Interpersonal Conflict Resolution Skills of Children with LD? (EJ820629)
Kalyva, Efrosini; Agaliotis, Ioannis
Research in Developmental Disabilities: A Multidisciplinary Journal, v30 n1 p192-202 Jan-Feb 2009
2009-00-00
Descriptors: Experimental Groups; Control Groups; Intervention; Learning Disabilities; Conflict Resolution; Interpersonal Competence; Comparative Analysis; Interpersonal Relationship; Children; Program Effectiveness; Social Influences; Story Telling; Teacher Attitudes; Behavior Change
Abstract: Since many children with learning disabilities (LD) face interpersonal conflict resolution problems, this study examines the efficacy of social stories in helping them choose more appropriate interpersonal conflict resolution strategies. A social story was recorded and played to the 31 children with LD in the experimental group twice a week for a period of 1 month, while the 32 children with LD in the control group did not receive any intervention. The effects of the intervention were systematically examined by means of an interview with the participants, while teachers completed the T-MESSY (Matson, J. L. (1990). "Matson Evaluation of Social Skills With Youngsters: Manual." Worthington, OR: International Diagnostic Systems). All children chose mainly avoidance and hostile strategies before the intervention, but children in the experimental group chose predominantly positive strategies both after the intervention and at follow-up in comparison to control children. Furthermore, children with LD who received the intervention were rated by their teachers as engaging in significantly less inappropriate social behaviors after the intervention and at follow-up in comparison to control children. The recorded changes in the choice of interpersonal conflict resolution strategies and the more positive teacher ratings for the experimental group indicate that social stories constitute a powerful intervention for the enhancement of the social competence of children with LD. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. The Use of Social Stories by Teachers and Their Perceived Efficacy (EJ820622)
Reynhout, Georgina; Carter, Mark
Research in Autism Spectrum Disorders, v3 n1 p232-251 Jan 2009
2009-01-00
Descriptors: Intervention; Autism; Receptive Language; Expressive Language; Language Skills; Student Characteristics; Cognitive Ability; Pervasive Developmental Disorders; Interpersonal Competence; Surveys; Generalization; Story Telling; Teacher Attitudes; Outcomes of Education
Abstract: Teachers working with children with autism spectrum disorders were surveyed to determine the characteristics of children with whom Social Stories are used, how extensively they are employed and the types of behaviors targeted by teachers; how and why teachers use Social Stories (including the extent to which Social Stories conform to recommended construction); teacher's perceived acceptability, applicability and efficacy of Social Stories and how perceived efficacy varies across student characteristics, story construction and implementation. Social Stories were widely used to target a diversity of behaviors, with children of different ages who demonstrated varying degrees of autism, a range of cognitive ability and varying expressive and receptive language skills. The teachers surveyed use Social Stories as an intervention because they find them easy to construct and implement, and believe them to be effective, although there are perceived issues with maintenance and generalization. Cognitive ability and expressive language skills appeared to affect the perceived efficacy of the intervention; receptive language skills and level of autism did not. Sample Social Stories provided by teachers often deviated from the recommended guidelines. Social Stories that deviated from recommended construction were rated more efficacious than those that did not. Several directions for future research are discussed. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Parent-Child Joint Picture-Book Reading among Children with ADHD (EJ822487)
Leonard, Melinda A.; Lorch, Elizabeth P.; Milich, Richard; Hagans, Neomia
Journal of Attention Disorders, v12 n4 p361-371 2009
Journal Articles; Reports - Evaluative
Descriptors: Attention Deficit Hyperactivity Disorder; Parent Child Relationship; Reading Aloud to Others; Story Telling; Picture Books; Childrens Literature; Memory; Comparative Analysis; Longitudinal Studies; Reading Comprehension; Family Environment
Abstract: Objective: Children with AD/HD exhibit two disparate areas of difficulty: disrupted interactions with parents and significant problems in story comprehension. This study links these two difficulties by examining parent-child joint picture-book reading to determine whether there were diagnostic group differences in parent and child storytelling. Method: Parents of 25 children with ADHD and 39 comparison children (mean age = 7.5 years) told their children a story based on a wordless picture-book, and children then retold the story to an examiner from memory. Results: Parents in both groups told stories of similar length and complexity and demonstrated similar affective and responsive quality. The length of the child's retell of the parent's story did not differ across groups but children with ADHD included fewer goal-based events. Conclusions: Results are discussed in terms of implications for enhancing the quality and frequency of parent-child storytelling among children with ADHD. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Using Narratives in Healthcare Communication (EJ821997)
Langer, Nieli; Ribarich, Marie
Educational Gerontology, v35 n1 p55-62 Jan 2009
Descriptors: Altruism; Personal Narratives; Empathy; Physician Patient Relationship; Educational Gerontology; Story Telling; Interpersonal Communication; Interpersonal Competence; Medical Services
Abstract: Narratives convey feelings and communicate ideas that the listener needs to hear. As such, they make powerful tools in all endeavors of human interaction. The use of narratives has been especially successful in educational settings. The time has come for the patient narrative to take back its rightful place after having been displaced in the name of managed care and more efficient use of clinic visits. Modern medicine needs to learn to integrate the compassion and empathy gleaned from a patient's narrative with the knowledge and integrity needed to alleviate the patient's suffering and pain. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Storification in History Education: A Mobile Game in and about Medieval Amsterdam (EJ823138)
Akkerman, Sanne; Admiraal, Wilfried; Huizenga, Jantina
Computers & Education, v52 n2 p449-459 Feb 2009
2009-02-00
Descriptors: Learner Engagement; Teaching Methods; Instructional Effectiveness; Story Telling; Foreign Countries; Secondary School Students; History Instruction; Multimedia Materials; Multimedia Instruction; Handheld Devices; Educational Technology; Instructional Design; Educational Games; Medieval History
Abstract: A mobile and multimedia game designed for History education was analyzed in terms of how it is designed and how it was applied as a narrative learning environment. In History education, narrative can be argued to be very useful to overcome fragmentation of the knowledge of historical characters and events, by relating these with meaningful connections of temporality and sequence (storification). In the game studied, students explore the history of Amsterdam by walking in the city, experiencing characters, buildings, and events, while using UMTS/GPS phones for communication and exchange of information. The History game was played during one day by 216 students, spread over 10 secondary school classes, in groups of four or five students. All information exchanged during the games was collected, and the game play and introduction of the game was observed by team coaches and researchers. The design of the game as well as the actual gaming process was analyzed with respect to how it evoked three types of storification: receiving (spectator), constructing (director) and participating in (actor) the story. Results show that the game evoked a mixture of these three types of storification. Moreover, these types of storification processes differently affected students' engagement. Participating in the story evoked high activity in the game but less awareness of the whole story, whereas constructing the story triggered awareness of the whole story. Compared to receiving the story, both these types positively affected the engagement of the students being active and motivated during the game. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. What a Story! Sharing Stories for Effective Learning and Training (EJ793016)
Hernandez, Luis A.
Exchange: The Early Childhood Leaders' Magazine Since 1978, n181 p55-56 May-Jun 2008
2008-00-00
No
Descriptors: Constructivism (Learning); Story Telling; Adult Learning; Emotional Experience; Communication Skills
Abstract: Adult learning theory and practice supports the common sense approach that lasting learning takes place when the learners have both a cognitive and emotional experience with the topic at hand. While learning is a complex individual process, it needs to be meaningful, familiar, and challenging in order for each person to learn. Story telling on just about any subject can provide personal perspectives for training purposes by validating individual histories, experiences, skills, achievements, and heartbreaks. Stories provide an emotional framework and basis that speaks to the subject. Stories become a thread that ties the learning together. However, just like any good storytelling, this training process takes the skills of a true learning facilitator. It requires spinning and using the stories for the purpose of learning. The facilitator needs to have timing, suspense, admiration, respect, humor, and patience in order to make the stories come alive and real. Most importantly, participants need to know that there is value to their "little" story and that it can contribute to a greater perspective on learning principles. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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