How Can Storytelling Improve Communication Skills in a 4 Yr Old
CHAPTER ONE
Introduction
This research was carried out in an Early Childhood Care and Education Centre located in an urban community. It is based on a four year old child whose name is Sarah Lall (not real name). She is very loving and helpful but interaction with her peers is limited since she does not speak in clear sentences. Her words do not take the form of complete sentences and sometimes puzzles the teachers and her peers as to what she is trying to say. Based on face to face interviews with her mother it was clear that she is not given much opportunity to communicate at home which as a result her vocabulary is limited. Many young children lack vital experiences in background knowledge that develop vocabulary and other important concepts for learning (Zill & Collins, 2000). Sarah plays with her toys and looks at television regularly. Her grandfather died about one month ago but she often remembers him and once drew her mummy and her crying for grandpa. (See appendix E). Sarah is of East Indian background and is the only child for her parents. Her mother works from Monday to Saturday and depends on the grandmother to teach Sarah.
Limitation of this study
This study had some level of limitations due to a few unforeseen circumstances that occurred during the observation period. The child’s interaction with the materials provided was not fully utilized because of absenteeism due to the death of her grandfather and her inability to focus as she would often talk about her grandfather being in heaven. This resulted in a disadvantage for the teacher and the child.
Rationale:
This study was done to examine the extent to which storytelling can improve communication skills in a four year old child. The idea of storytelling was chosen as it presents characters and roles whereby the child will be able to experience various social interaction and practices that can be suitable in promoting the development of communication and language. Many research
Introduction
This research was carried out in an Early Childhood Care and Education Centre located in an urban community. It is based on a four year old child whose name is Sarah Lall (not real name). She is very loving and helpful but interaction with her peers is limited since she does not speak in clear sentences. Her words do not take the form of complete sentences and sometimes puzzles the teachers and her peers as to what she is trying to say. Based on face to face interviews with her mother it was clear that she is not given much opportunity to communicate at home which as a result her vocabulary is limited. Many young children lack vital experiences in background knowledge that develop vocabulary and other important concepts for learning (Zill & Collins, 2000). Sarah plays with her toys and looks at television regularly. Her grandfather died about one month ago but she often remembers him and once drew her mummy and her crying for grandpa. (See appendix E). Sarah is of East Indian background and is the only child for her parents. Her mother works from Monday to Saturday and depends on the grandmother to teach Sarah.
Limitation of this study
This study had some level of limitations due to a few unforeseen circumstances that occurred during the observation period. The child’s interaction with the materials provided was not fully utilized because of absenteeism due to the death of her grandfather and her inability to focus as she would often talk about her grandfather being in heaven. This resulted in a disadvantage for the teacher and the child.
Rationale:
This study was done to examine the extent to which storytelling can improve communication skills in a four year old child. The idea of storytelling was chosen as it presents characters and roles whereby the child will be able to experience various social interaction and practices that can be suitable in promoting the development of communication and language. Many research
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