Week 9 Reading Blog

Participant - What does this mean to me?

2.1 Provides a thorough account of these developmental influences, supported by key theorists, frameworks, literature &/or research 

Keywords:  Storytelling, Early childhood education, Curricula, Play, Problem Solving, Mathematical problems, Mathematics education, Teaching methods.

What?

The two reading I have selected for my fourth week are the following two articles:

·      Windows into Children’s Thinking: A Guide to Storytelling and Dramatization

o   Cheryl Wright, Chiara Bacigalupa, Tyler Black & Michael Burton

·      How Children Problem Solve.

o   Julie Sarama, & Douglas H. Clemets

So What?

Windows into Children’s Thinking: A Guide to Storytelling and Dramatization

o   Cheryl Wright, Chiara Bacigalupa, Tyler Black & Michael Burton

This article examines methods and procedures that promote storytelling and dramatization with preschool children, incorporating children’s creativity, expand their literacy skills, develop social skills and enrich relationships between home and school. Dramatizing stories is extremely stimulating for young children; it enables them to think in more complexed ways.   Storytelling techniques used were mostly child-directed, child-centered, play-based and advantageous to teachers since they expanded understanding into the thinking of their students.  The stories narrated by young children offered valuable understanding into what they observe and what they think about our world. Stories can help educators effectively meet children’s social and emotional needs by creating a curriculum based on children’s interests and welfare. (Wright, 2008)

How Children Problem Solve.

Julie Sarama, & Douglas H. Clemets

This short concise article discusses how young children can be remarkable mathematic problem solvers in their day-to-day lives. Once  we identify the approach young children use in solving the problem we can assist them in becoming even better thinkers. The author’s son, a 3 year old boy used ‘means-end’ thinking to solve a problem with a floating helium balloons. Modeling and scaffolding are strategies that educators can use to encourage young children to a wide variety of problems. Educators can: help children to see the maths problems around them, make sure they have plenty of manipulates, ask children how they solved their problems (whether with the help of fingers or mental strategies), and readily offer help when needed. These strategies will help children learn maths skills, maths ideas, and become powerful problem solvers.  (Sarama, 2007)

Now What?

The article about storytelling and dramatization has given me great ideas about how I can encourage young children to tell stories. The authors’ have detailed how educators can support young children in telling their stories without affecting the story content.  They have suggested prompts including opening prompts, prompts for children who do not know how to start a story, continuation prompt and closing prompts. I particularly like the idea of connecting school and home by giving parents copies of their child’s story.  This is an article that I would want to keep handy for future lesson plan references and ideas.

The other article about problem solving with young children was a short but informative one.  It is another resource that I am sure will come in handy as it gives instructions that are practical, easy to understand and follow. 

Bibliography

Sarama, J. &. (2007). How Children Problem Solve. Scholastic Early Childhood Today , 21 (7), 16, 18-19.

Wright, C. B. (2008). Windows into Children's Thinking: A Guide to Storytelling and Dramtization. Early Childhood Education Journal , 35 (4), 363-369.