Published In

Linguistics and Education

Document Type

Post-Print

Publication Date

6-22-2022

Subjects

Preschool education -- United States, Early childhood education, Storytelling ability in children

Abstract

This study investigates the dialogic affordances of story circles, a small group storytelling activity, enacted in three lower socioeconomic status preschool classrooms. Results show that children employed a range of dialogic strategies from ideationally populating their stories with other children to negotiating participation and making evaluative appraisals of children’s stories. Boys, in particular, engaged in a more pronounced co-constructive storytelling style as the children used stories to enact relationships through the discourse systems of ideation, negotiation, and appraisal. The children’s storytelling reveals the importance of child-led, dialogic talk for supporting meaning making in early childhood education.

Rights

This is the Accepted Version of an article that appears in revised form in Linguistics and Education:

Flynn, E.E. (2022). Enacting relationships through dialogic storytelling. Linguistics and Education, 71, 1-10. https://doi.org/10.1016/j.linged.2022.101075
© 2022 Elsevier Inc. All rights reserved.

This manuscript version is made available under the CC-BY-NC-ND 4.0 license after 24 month embargo.
https://creativecommons.org/licenses/by-nc-nd/4.0/

DOI

10.1016/j.linged.2022.101075

Persistent Identifier

https://archives.pdx.edu/ds/psu/37889

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