Folklore epistemology: how does traditional folklore contribute to children’s thinking and concept development?

Agbenyega, Joseph Seyram; Tamakloe, Deborah; Klibthong, Sunanta

doi:10.1080/09669760.2017.1287062

Cited by 17 publications

(16 citation statements)

References 23 publications

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“…On the other hand, literacy seeks to make the human mind more functional so that it can most rewardingly solve life's problems. Agbenyega et al (2017) examined the role of African folklore, specifically Ghanaian folk stories, in the development of child cognition and social life concept formation. They found that traditional oral storytelling can be an important part of early childhood education to improve critical thinking about social life for children.…”

Section: Folklore In Early Childhood Educationmentioning

confidence: 99%

The Dragon, the Knight and the Princess: Folklore in Early Childhood Disaster Education

Rahiem

Rahim

2020

IJLTER

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This research investigated the use of folklore in early childhood disaster education. A systematic analysis of the literature was used to evaluate early childhood disaster education. The researchers identified different concepts present in the literature; and examined patterns, parallels, and regularities. The researchers synthesized the principle of folklore use in early childhood disaster education as part of this research. Folklores have a tremendous potential to make early childhood disaster education effective if interpreted, integrated, and demonstrated by science. This work provides a strong foundation for further study into the same research issue by using empirical data or research into how to make folklore an efficient tool for early childhood disaster education.

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Section: Folklore In Early Childhood Educationmentioning

confidence: 99%

The Dragon, the Knight and the Princess: Folklore in Early Childhood Disaster Education

Rahiem

Rahim

2020

IJLTER

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“…Adapun cerita yang disampaikan dapat berupa cerita rakyat yang memiliki unsur untuk mempengaruhi tingkah laku, terutama perilaku sosial anak (Coe et all, 2005). Cerita rakyat kaya akan pesan-pesan sosial dan budaya yang memungkinkan anak untuk mengembangkan konsep terkait dengan situasi sosial dan dunia sekitar mereka (Agbenyega et al, 2017).…”

Section: Pendahuluanunclassified

“…Berbagai penelitian terkait cerita rakyat telah banyak dilakukan, salah satunyya studi yang dilakukan Agbenyega et al, (2017) mengeksplorasi cerita rakyat Afrika dalam perkembangan pemikiran reflektif anak mengenai kehidupan sosial. Temuan menunjukkan bahwa folklore berkontribusi besar dalam pembelajaran dan pengembangan anak yang terkait dengan imajinasi, pembinaan konsep pemikiran dan dalam hubungan sosial.…”

Section: Pendahuluanunclassified

Media Pembelajaran Big Book Berbasis Cerita Rakyat untuk Meningkatkan Karakter Toleransi pada Anak Usia Dini

Purnamasari

Wuryandani

2019

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Karakter toleransi diperlukan bagi setiap individu untuk menciptakan perdamaian di suatu negara. Oleh karena itu karakter toleransi perlu ditanamkan sejak dini agar anak dapat memahami dan menerima setiap perbedaan dari orang lain. Mempelajari karakter toleransi dapat dilakukan melalui berbagai metode salah satunya dengan bercerita menggunakan media big book. Tujuan dari penelitian ini adalah untuk mengetahui efektivitas big book berbasis cerita rakyat dalam meningkatkan karakter toleransi pada anak usia 5-6 tahun. Penelitian ini adalah eksperimen semu dengan pretes-tposttest control group design. Populasi dalam penelitian ini adalah anak-anak berusia 5-6 tahun di Taman kanak-kanak Manonjaya dengan sampel 15 anak dalam kelompok eksperimen dan 15 anak dalam kelompok kontrol. Sampel diambil dengan teknik purposive sampling non-acak. Data dikumpulkan melalui observasi karakter toleransi. Analisis data menggunakan uji homogenitas, uji normalitas, t-test dengan signifikansi tingkat 0,05. Hasil penelitian menunjukkan bahwa media big book berbasis cerita rakyat efektif untuk meningkatkan toleransi karakter anak-anak berusia 5-6 tahun

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“…Imagination is central to storytelling activities (Agbenyegaa, Tamakloeb & Klibthongc 2017). In this regard, Huff (2000) considers puppets as multisensory tools in storytelling, which stimulate imagination and encourage creativity, through which learners' reading and listening experience could be enriched.…”

Section: Storytellingmentioning

confidence: 99%

Arguing for the inclusion of indigenous knowledge in the STEM curriculum: Possibilities and challenges

Beer¹,

Wyk²

2019

NWU Self-Directed Learning Series

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to a rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript should be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research JustificationThis book is the result of a longitudinal research project (2016)(2017)(2018) funded by the National Research Foundation and the Fuchs Foundation, and it disseminates original research. The project researched the affordances of indigenous knowledge in the school Science, Technology and Mathematics curricula. Short learning programmes (SLPs) were offered to Science, Technology, Engineering and Mathematics (STEM) teachers, during which they engaged in creative and inquiry-based teaching and learning strategies. Research shows that strategies such as problem-based and cooperative learning have the potential to enhance self-directed learning. This design-based research was conducted in several provinces in South Africa (North-West Province, the Northern Cape, Limpopo province, and Gauteng). Based on the data obtained after each intervention, design principles were formulated for redesigning of SLPs. The qualitative research focussed on teachers' lived experiences of the epistemological bordercrossing between Natural Science and indigenous knowledge, their views on the nature of science and indigenous knowledge, and the reformed teaching and learning that took place after the intervention in teachers' classrooms. Most of the chapters in the book report empirical data, with the exception of three chapters (Ch. 2, Ch. 10 and Ch. 11), that can be categorised as systematic reviews. The book is devoted to scholarship in the field of STEM education and teacher professional development, with a specific focus on research into the enhancement of self-directed learning. The target audience are scholars working in the fields of indigenous knowledge systems, STEM education, teacher professional development and self-directed learning. This book makes a unique contribution in terms of, firstly, its extensive use of third-generation Cultural-Historical Activity Theory (CHAT) as a research lens and, secondly, in drawing on research from the fields of neuroscience, science education philosophy, self-directed learning and indigenous knowledge systems, in arguing for such border-crossing. Chapter 1 shows how this research contributes to the development of fourthgeneration CHAT, which, owing to the complexity of the object (which Engeström refers to as 'runaway objects'), requires a focus on numerous activity systems. The book also explores the conundrum of rese...

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Folklore epistemology: how does traditional folklore contribute to children’s thinking and concept development?

Cited by 17 publications

References 23 publications

The Dragon, the Knight and the Princess: Folklore in Early Childhood Disaster Education

The Dragon, the Knight and the Princess: Folklore in Early Childhood Disaster Education

Media Pembelajaran Big Book Berbasis Cerita Rakyat untuk Meningkatkan Karakter Toleransi pada Anak Usia Dini

Arguing for the inclusion of indigenous knowledge in the STEM curriculum: Possibilities and challenges

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