Cognition and affect in early literacy development

McNamee, Gillian Dowley; McLane, Joan B.; Cooper, Patricia M.; Kerwin, Sheila M.

doi:10.1080/0300443850200402

Cited by 13 publications

(19 citation statements)

References 1 publication

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“…The curriculum module under consideration is an activity combining storytelling and story-acting—also described as story dictation and dramatization—developed by the teacher and writer Vivian Paley (1990) and used in many preschool and kindergarten classes in the United States and abroad (Cooper, 2005, 2009; McNamee, McLane, Cooper, & Kerwin, 1985; Nicolopoulou, 1997a, 2002). Although this practice is conducted with variations in different places, its main outlines tend to be consistent.…”

Section: The Storytelling and Story-acting Practice: Its Developmentamentioning

confidence: 99%

“…But an awareness and appreciation of Vygotsky is apparent throughout her writings. A careful consideration of the logic of her STSA, in particular, brings out strong affinities with important Vygotskian ideas, especially with Vygotsky’s theory of play (McNamee et al, 1985; Nicolopoulou, 1997a; Nicolopoulou, de Sá, Ilgaz, & Brockmeyer, 2010). And Vygotsky’s theory offers further grounds for expecting that participation in this practice might help to promote young children’s learning and development.…”

Section: The Storytelling and Story-acting Practice: Its Developmentamentioning

confidence: 99%

“…So far, the only research that has systematically examined whether this STSA promotes skills and capacities related to young children’s school readiness has been a handful of studies by McNamee et al (1985) and Nicolopoulou (1996, 2002). These studies were encouraging, but all had important limitations.…”

Section: Previous Research On This Storytelling/story-acting Practicementioning

confidence: 99%

“…The one other study that used controlled comparisons, McNamee et al (1985), included ten classrooms from five different preschool, kindergarten, and day care sites, with one experimental and one control class in each. (The sample was ethnically diverse, but other demographic information such as socioeconomic status was not provided.)…”

Section: Previous Research On This Storytelling/story-acting Practicementioning

confidence: 99%

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Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence

Nicolopoulou

Cortina

Ilgaz

et al. 2015

Early Childhood Research Quarterly

136

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This study examined whether a storytelling and story-acting practice (STSA), integrated as a regular component of the preschool curriculum, can help promote three key dimensions of young children’s school readiness: narrative and other oral-language skills, emergent literacy, and social competence. A total of 149 low-income preschoolers (almost all 3- and 4-year-olds) participated, attending six experimental and seven control classrooms. The STSA was introduced in the experimental classrooms for the entire school year, and all children in both conditions were pre- and post-tested on 11 measures of narrative, vocabulary, emergent literacy, pretend abilities, peer play cooperation, and self-regulation. Participation in the STSA was associated with improvements in narrative comprehension, print and word awareness, pretend abilities, self-regulation, and reduced play disruption. For almost all these measures, positive results were further strengthened by the frequency of participation in storytelling by individual children, indicated by number of stories told (NOST). The STSA is a structured preschool practice that exemplifies child-centered, play-based, and constructivist approaches in early childhood education, and that can operate as a curriculum module in conjunction with a variety of different preschool curricula. This study confirmed that it can contribute to promoting learning, development, and school readiness for low-income and otherwise disadvantaged children.

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Section: The Storytelling and Story-acting Practice: Its Developmentamentioning

confidence: 99%

Section: The Storytelling and Story-acting Practice: Its Developmentamentioning

confidence: 99%

Section: Previous Research On This Storytelling/story-acting Practicementioning

confidence: 99%

Section: Previous Research On This Storytelling/story-acting Practicementioning

confidence: 99%

See 2 more Smart Citations

Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence

Nicolopoulou

Cortina

Ilgaz

et al. 2015

Early Childhood Research Quarterly

136

View full text Add to dashboard Cite

show abstract

“…Prior to this study, no research had documented a preschool drama program that employed a team of trained professional ATs (Mages, 2008a). Yet research studies (Brown, 1992;Fein, ArdilaRey, & Groth, 2000;Giffin & Yaffe, 1999;McNamee, McLane, Cooper, & Kerwin, 1985Nicolopoulou, 2002;Smilansky, 1968), including reviews of the literature (Mages, 2008a;Wagner, 1998) and meta-analyses (Conard, 1992;Kardash & Wright, 1987;Podlozny, 2000), and practitioner accounts (Cullum, 1967;McCaslin, 1996;Paley, 1986Paley, , 1988Wanerman, 2010) suggest that drama can benefit young children's language and social development.…”

Section: Educational Dramamentioning

confidence: 97%