Abstract
Despite the fact that oral storytelling engages our capacity to pretend and that preschool teachers report that children are highly engaged by professional storytellers, the impact of training preschool teachers in storytelling has not been sufficiently studied . This qualitative intervention study explores the impact of training in storytelling on early educators’ teaching . Findings reveal that the teachers learned to (1) make teacher-led experiences more engaging, (2) become aware of their tendencies to dismiss children’s ideas, and (3) become more skilled at accepting children’s contributions . These findings have important implications for teacher education and suggest that training in storytelling may offer a unique contribution toward preparing teachers to be skilled at engaging young children and to be responsive in their teaching .
Recommended Citation
O’Neill, Barb
(2015)
"“There’s a Crocodile!”: Training Preschool Teachers to Engage Children through Interactive Oral Storytelling,"
Storytelling, Self, Society: Vol. 11:
Iss.
2, Article 2.
Available at:
https://digitalcommons.wayne.edu/storytelling/vol11/iss2/2