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9 - Storytelling

from Part II - Pedagogy in Interaction

Published online by Cambridge University Press:  16 June 2022

By
Anna Filipi
Edited by
Amelia Church  and
Amanda Bateman
Amelia Church
Affiliation:
University of Melbourne
Amanda Bateman
Affiliation:
Swansea University
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Summary

Stimulating emergent literacy is one of the main goals of early childhood education. In order to accomplish this, the orientation to different aspects of literacy can be integrated into classroom interaction, as is shown in Chapter 10 of this Handbook. We demonstrate how early childhood educators can use children’s spontaneous attention to written text as a base for meaningful interaction by explicating their own acts of literacy and by talking with children whenever they read and write themselves. We also demonstrate how attention to literacy can be incorporated into shared reading interactions, by orienting the children to the structure of a story, the role of a book title and their understanding of the story. In addition, early childhood educators may organize meaningful activities in which children discuss literacy issues in peer interaction, while trying to write and to construct texts together. Illustrated by everyday examples, this chapter stresses the importance of eliciting meaningful teacher-child interaction and peer interaction around written text.

Keywords

adult-child interactionsauthentic situationscollaborative writingconversation analysiscooperative learningemergent literacyliteracy eventspeer interactionshared reading
Type
Chapter
Information
Talking with Children
A Handbook of Interaction in Early Childhood Education
 , pp. 185 - 203
Publisher: Cambridge University Press
Print publication year: 2022

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