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1. Puppets Promoting Engagement and Talk in Science (EJ799311)
Author(s):
Simon, Shirley; Naylor, Stuart; Keogh, Brenda; Maloney, Jane; Downing, Brigid
Source:
International Journal of Science Education, v30 n9 p1229-1248 Jul 2008
Pub Date:
2008-07-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Puppetry; Group Discussion; Observation; Teaching Methods; Discussion (Teaching Technique); Interviews; Elementary School Students; Elementary School Science; Science Instruction; Student Attitudes; Student Motivation; Student Participation
Abstract: Research into classroom interactions has shown that talk that promotes reasoning can help children in their learning of science. Such talk can only be generated when teachers are willing to take a dialogic approach that is stimulating and provides opportunities for children to articulate their ideas. This research set out to determine whether the use of large puppets would help teachers to change the nature of their whole class discourse to enhance children's talk and engagement in science. The study was carried out with sixteen teachers of children aged 7-11 years in schools in London and Manchester, UK. Through adopting a mixture of research methods, including classroom observation and teacher and child interviews, the research provides evidence that the use of puppets significantly increases the amount of teacher discourse oriented towards reasoning and argument, and decreases the amount of talk that focuses on recall. Through the puppets, teachers also use more narrative to set the science in stimulating contexts, and encourage children in their contributions to whole class discussion. Interview data also show the positive effects of puppets on children's motivation and engagement in science. The findings have led to further major funding for professional development in the use of puppets in the UK, and research into the reasons why the use of puppets is so effective. (Contains 2 tables and 3 figures.) 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. Embodying the Spirits: Puppets in the Dance Studio (EJ794468)
Moss, Suzan
Journal of Physical Education, Recreation & Dance (JOPERD), v77 n7 p31-34 Sep 2006
2006-09-00
Journal Articles; Reports - Evaluative
Descriptors: Puppetry; Dance Education; Interdisciplinary Approach; Foreign Countries; Cultural Context; Teaching Methods; African Culture; Cultural Influences; Community Colleges
Abstract: The tradition of using giant puppets in dance rituals is widespread throughout Africa. Huge puppets can communicate spiritual and moral authority, which is all the more easily accepted because it is delivered with a sense of playfulness. Giant puppets also create unique movement possibilities. This potent combination of symbolic meaning and choreographic challenge make the use of puppets a valuable tool for teaching African dance, and for creating a sense of unity in an educational setting. This article explores the educational advantages of using puppets in the dance studio, and explains how dance teachers can make giant puppets with their students. The puppets can help to convey choreographic principles, cultural context, the power of ritual, and an interdisciplinary approach to artistic problem solving. These gains are directly related to the goals in the "National Standards for Dance Education". Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Storytelling with Shadow Puppets (EJ791636)
Stephens, Shannon
SchoolArts: The Art Education Magazine for Teachers, v107 n9 p28-29 May-Jun 2008
2008-00-00
Journal Articles; Reports - Descriptive
Descriptors: Puppetry; Story Telling; Art Activities; Grade 5; Studio Art; Foreign Culture; Foreign Countries
Abstract: Puppetry is an ancient art form that exists in cultures throughout the world. The Indonesian island of Java is known for its ancient folk theater which blends religion, storytelling, music, art, and theater through puppetry. This traditional form of storytelling, known as "Wayang Kulit," dates back 1,000 years and continues to be a popular form of entertainment throughout Indonesia. Roughly translated as "shadow skin," Wayang Kulit involves the performance of musicians, a puppeteer (known as a "dhalang"), and a series of two-dimensional puppets that project shadow images on a backlit screen. In this article, the author provides a brief background of Wayang Kulit and describes an art activity wherein fifth grade students were challenged to create a shadow puppet based on a character from a story familiar to them. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Children's Planning of Classroom Plays with Adult or Child Direction (EJ814132)
Baker-Sennett, Jacquelyn; Matusov, Eugene; Rogoff, Barbara
Social Development, v17 n4 p998-1018 Nov 2008
2008-11-00
Descriptors: Volunteers; Skill Development; Social Development; Parent Participation; Student Participation; Planning; Class Activities; Dramatic Play; Dramatics; Interpersonal Relationship; Group Activities; Group Dynamics; Elementary School Students
Abstract: This study examined the planning that occurred when children participated in classroom playcrafting with either adult or child leadership. In a first-/second-grade classroom in an innovative public school, we videotaped 11 sessions in which children volunteered to develop a play with small groups of classmates and seven sessions in which adult volunteers (parents and a grandparent) developed plays with small groups of children. The plays were crafted in one session of about an hour, and then usually performed for the class. More planning took place during child- than adult-directed sessions (averaging 92 vs. 35 percent of the session's duration). The groups led by children were more frequently involved in planning of themes, planning of details of the themes, and especially in improvisationally mindstorming ideas than were the groups led by adults. In adult-directed sessions, the adults often planned the play before the children joined the activity, and the children spent most of the session in non-playplanning activities such as gluing and coloring puppets or rehearsal of lines designed by the adult in advance. We argue that opportunities to observe and participate in planning--which occurred more frequently in child-directed than adult-directed sessions--are important to the development of planning skills and of co-ordination of plans with others. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Beyond Pinocchio: Puppets as Teaching Tools in Inclusive Early Childhood Classrooms (EJ745988)
Salmon, Mary; Sainato, Diane
Young Exceptional Children, v8 n3 p12-19 2005
2005-00-00
Descriptors: Puppetry; Early Childhood Education; Preschool Education; Inclusive Schools; Teaching Methods; Instructional Materials; Class Activities; Special Needs Students; Social Development
Abstract: The global appeal of puppets makes them especially appropriate and useful for teaching and learning in inclusive early childhood classrooms where instruction must address the diverse needs of young children across a wide range of abilities (Gronna et al., 1999). Through the use of puppets, teachers (as well as peers) might demonstrate a skill in a variety of ways to encourage children to become engaged in a range of interesting and varied behaviors. This article focuses on the use of puppets as a teaching tool for enhancing child interest and engagement in preschool learning activities and routines. Specifically, tips for identifying activities that provide an ideal context for the inclusion of puppets, for developing specific strategies for using puppets within activities, for using puppets to teach behaviors within the social domain, and for selecting and adapting puppets to enhance their successful implementation are provided. A brief summary of the evidence base for puppets as effective teaching tools is also presented. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. A Preliminary Evaluation of the Emergence of Novel Mand Forms (EJ758917)
Hernandez, Emma; Hanley, Gregory P.; Ingvarsson, Einar T.; Tiger, Jeffrey H.
Journal of Applied Behavior Analysis, v40 n1 p137-156 Spr 2007
2007-00-00
Descriptors: Reinforcement; Preschool Children; Language Acquisition; Behavior Modification; Behavior Change
Abstract: Strategies that produce generalized responding are valuable, especially with regard to language acquisition, because relatively little training may result in large behavior changes. Conditions that result in generalized manding were analyzed in the current study. We demonstrated in reversal designs that undesirable or single-word responses were the predominant mand forms of 3 preschool children. Multiple baseline designs with 2 participants and a reversal design with 1 participant were then used to demonstrate the extent to which differential reinforcement of single-word mands (e.g., "cars") or framed mands (e.g., "I want the cars, please") would result in the emergence of other single-word and framed mands for different items (e.g., mands for music, puppets, or puzzles). Results showed that prompting and differential reinforcement of one or two mand frames resulted in the emergence of other framed mands for all participants. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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7. A Show of Hands: Using Puppets with Young Children. (ED480532)
Crepeau, Ingrid M.; Richards, M. Ann
N/A
2003-00-00
Guides - Classroom - Teacher
Descriptors: Class Activities; Developmentally Appropriate Practices; Early Childhood Education; Learning Activities; Multiple Intelligences; Play; Puppetry; Special Needs Students; Young Children
Abstract: Discrediting the notion that puppets are strictly for play, this book presents innovative ways for teachers of young children to use puppets as valuable and developmentally appropriate teaching tools. Chapter 1 of the book details the educational benefits of puppets and relates puppetry to play theory, developmentally appropriate practice, and multiple intelligences theory. Chapter 2 presents puppet basics, including illustrations of various puppet types, descriptions of ways teachers and children use puppets, and descriptions of puppet characters. Chapter 3 concerns the use of puppets in the classroom and includes puppet rules for the classroom and suggestions for selecting developmentally appropriate materials. Chapter 4 discusses how to create a puppet personality through mannerisms and voices, and offers suggestions for creating puppet stages. Chapter 5 discusses the use of puppets with children with special needs, including those with attention deficits and visual and hearing impairments. Chapter 6 contains suggested lesson plans based on picture books or oral traditions, in conjunction with a variety of lessons not involving stories, or based on original stories for special purposes. Chapter 7 includes directions for making puppets and suggestions for purchasing puppets. Puppet patterns are appended. A glossary of relevant terms and a 24-item bibliography of professional development materials and childrens picture books complete the guide. (KB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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8. A Small Space of Sanity (EJ774499)
Terkel, Studs
Phi Delta Kappan, v87 n8 p617 Apr 2006
2006-04-00
No
Descriptors: Civil Rights; Peace; Social Change; Justice; Television; Altruism; Consciousness Raising; Citizenship Responsibility
Abstract: Schoolchildren should learn all they can about the people who stood up for humanity against the war-makers and the powerful. In this article, the author suggests that students should learn Burr Tillstrom, one of the geniuses of early television, who created the Kuklapolitans and the show "Kukla, Fran, and Ollie." They were puppets, little rags that came to life in Burr's hands: Ollie was the one-toothed dragon; Buelah Witch, the outspoken and independent feminist who always refused to ride her broom sidesaddle; and Kukla, the round-headed enigma. The Kuklapolitans lived in this world, but they created a small space of sanity within it--humane, tender, gentle, filled with humor and good will. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Supporting the Literacy Development of English Learners: Increasing Success in All Classrooms (ED491856)
Young, Terrell A., Ed.; Hadaway, Nancy L., Ed.
International Reading Association
2006-00-00
Books; Collected Works - General
Descriptors: Second Language Learning; Literacy Education; Poetry; Vocabulary Development; Teaching Methods; Reading Comprehension; English (Second Language); Oral Language; Childrens Literature; Academic Discourse
Abstract: English learners are the fastest growing student population in the United States. Many of these students are placed in classrooms with teachers who lack the preparation to help diverse children excel. This book helps bridge the gap between students' needs and K-12 teachers' preparation, offering an overview of English learners and practitioner-focused strategies for: Curriculum and planning; Reading instruction; and Curriculum and planning Reading instruction Oral language and writing development. The reader will discover ways to help English learners develop the language and literacy skills necessary for success in today's standards-based classrooms. This book is organized into four sections. Section I: Supporting English Learners, contains the following chapter: (1) Changing Classrooms: Transforming Instruction (Nancy L. Hadaway, Terrell A. Young). Section II: Curriculum and Planning, contains the following chapters: (2) Differentiating Instruction for English Learners: The Four-by-Four Model (Jill Kerper Mora); (3) Supporting English Learners: Developing Academic Language in the Content Area Classroom (Janice Pilgreen); and (4) Teaching Language Through Content Themes: Viewing Our World as Global Village (David E. Freeman, Yvonne S. Freeman). Section III: Reading Instruction, contains the following chapters: (5) Essential Comprehension Strategies for English Learners (Janice Pilgreen); (6) Promoting the Vocabulary Growth of English Learners (Diane August, Maria Carlo, Teresa J. Lively, Barry McLaughlin, Catherine Snow); (7) Using Guided Reading with English Learners (Mary Cappellini); and (8) Teaching English Learners about Expository Text Structures (Barbara Moss). Section IV: Oral and Written Language, contains the final chapters: (9) Negotiating Meaning through Writing (Nancy L. Hadaway, Terrell A. Young); (10) Language Play, Language Work: Using Poetry to Develop Oral Language (Nancy L. Hadaway, Sylvia M. Vardell, Terrell A. Young); (11) Using Puppets With English Learners to Develop Language (Vida Zuljevic); and (12) Let's Read, Write, and Talk About It: Literature Circles for English Learners (Deanna Peterschick Gilmore, Deanna Day). The book contains an Author Index, Children's Literature Author Index, and a Subject Index. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. The Princess Storyteller, Clara Clarifier, Quincy Questioner, and the Wizard: Reciprocal Teaching Adapted for Kindergarten Students (EJ738014)
Myers, Pamela Ann
Reading Teacher, v59 n4 p314-324 Dec 2005
2005-12-00
Descriptors: Kindergarten; Teaching Methods; Puppetry; Reading Comprehension; Reading Aloud to Others; Young Children; Reciprocal Teaching; Interviews; Scoring Rubrics; Role Playing; Questioning Techniques; Prior Learning; Reader Text Relationship; Group Discussion
Abstract: In this study, the author adapted reciprocal teaching strategies for use with her kindergarten students. Using puppets to help model strategies, she implemented a series of lessons that showed students how to retell, ask questions, and predict what would happen in a story that was read aloud. The purpose was to provide students with comprehension strategies and enable them to engage in role-playing and interactive discussion of text. Results indicate that the approach was an excellent way to encourage students to participate in an interactive read-aloud in which they could share authority and assume responsibility for their learning. The author gained insight on the connections students made between their prior knowledge and the text, allowing her to assess and develop students' understanding. The study suggests that even very young children can benefit from metacognitively oriented comprehension strategy instruction. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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