Sponsor
This work was supported by the Caplan Foundation for Early Childhood grant (16-0007PCF) and by Portland State University Office of Academic Affairs.
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/
Locate the Document
DOI
10.1016/j.linged.2022.101075
Persistent Identifier
https://archives.pdx.edu/ds/psu/37889
Citation Details
Flynn, E.E. (2022). Enacting relationships through dialogic storytelling. Linguistics and Education. https://doi.org/10.1016/j.linged.2022.101075