Young Children's Use of Narrative Strategies and the Role of the Teacher as Side Coach in Dramatic Play

Autor/inn/en	Altidor-Brooks, Alison; Malec, Alesia; Stagg Peterson, Shelley
Titel	Young Children's Use of Narrative Strategies and the Role of the Teacher as Side Coach in Dramatic Play
Quelle	In: Education 3-13, 48 (2020) 6, S.661-673 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2019.1641538
Schlagwörter	Young Children; Coaching (Performance); Dramatic Play; Nonverbal Communication; Kindergarten; Preschool Teachers; Emergent Literacy; Story Telling; Rural Schools; Foreign Countries; Video Technology; Teacher Role; Interaction; Canada + Suchen Sie Ihr Suchwort? Frühe Kindheit; Dramatisches Mittel; Theaterstück; Non-verbal communication; Nonverbale Kommunikation; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Frühleseunterricht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Lehrerrolle; Interaktion; Kanada
Abstract	This study examined children's use of narrative strategies and social purposes in dramatic play through a sociocultural theoretical lens. We analysed language and nonverbal communication in play scenarios involving 17 kindergarteners and their teacher. Children used language and other communication modes to develop plot, character, and setting. Children provided information, asked questions and regulated others' behaviour to develop and support plot. Character development was achieved through expressing needs, feelings and opinions. The teacher supported children's narrative development by providing cultural knowledge. Findings show dramatic play to be an authentic context for observing children's knowledge of narrative development and supporting literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01