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Journal of Childhood Studies

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Early childhood education -- Curricula, Storytelling in education, Child development -- Social aspects


This Ideas from Practice piece highlights a storytelling practice called story circles as a routine classroom practice with the potential to catalyze shared ideas in the classroom by spurring invention, dialogue, and invention. Examining the slow-growing unfolding of stories about the invented world of Dinosaurland, we illuminate the potential of the language of story as a way for children to sustain and develop ideas through sharing imagined worlds.


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Selena L. Hoy is a bicultural, bilingual social worker. She is outreach coordinator for TELL, a mental health and suicide prevention nonprofit organization in Tokyo, Japan. She received her MSW from Portland State University in 2017 and has particular interest and experience working with underserved children, refugees, and immigrants.

Jessica Lea is a licensed clinical social worker at an intensive outpatient program in Portland, Oregon. She received her MSW from Portland State University in 2017 and has worked and volunteered in multiple sectors supporting underserved members of the community.

Erin Elizabeth Flynn is an associate professor in the Child, Youth, and Family Studies program at Portland State University. She is an educational researcher who specializes in language and literacy development during the early years, with an emphasis on the social, emotional, and linguistic power of storytelling.



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