Year: 2021
Type: article
Abstract: In this article we explore the ways in which three young children from a non-mainstream cultural group created stories with the assistance of their caregivers and siblings in the social contexts of their homes. We assert that these children’s oral narrations show us important dimensions of early experience with decontextualized content as practiced in their families that may offer suggestions for analysis of culturally sensitive experiences with literacy for all children. The dimensions we highlight are the tangibility of the elements around which the story is created, the interlocutor support children receive for beginning and continuing their stories, and the interaction between the storytelling process and the child’s self-interest. These three dimensions illustrate how children “enter” into stories and storytelling and broaden our understanding for fostering culturally sustaining pedagogy within schools.
Source: Frontiers in Psychology
Authors: Linda L. Sperry, Douglas E. Sperry
Institutions: Indiana State University, Saint Mary-of-the-Woods College
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,950
OpenAlex ID: W3215083242