Relevant bibliographies by topics / Storytelling ability in children – Nigeria

Academic literature on the topic 'Storytelling ability in children – Nigeria'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Storytelling ability in children – Nigeria"

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Gavristova, Tatiana M. "Nigeria as a country of stories." Vestnik Yaroslavskogo gosudarstvennogo universiteta im. P. G. Demidova. Seriya gumanitarnye nauki 15, no. 2 (June 11, 2021): 152. http://dx.doi.org/10.18255/1996-5648-2021-2-152-163.

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The article is dedicated to the phenomenon of storytelling and its evolution in the context of globalization and digitalization. The choice of Nigeria as an object of study is not accidental. The oral tradition in Nigeria has developed dynamically over the centuries. Nigerian literature is considered to be a successor of the traditions of world classics. It was the writers - the «children of Herodotus» - who assumed the function of recording and relaying stories that, being biased, led to the destruction of a number of stereotypes regarding Africa and Africans. The traditions of storytelling appeared in literature and journalism, in television and radio broadcasting, across In-ternet. Nigerians have become active participants in TED conferences. Storytelling in Nigeria has become a profession. Within its framework, famous writers, including women, found application, overthrowing gender inequality.
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Watiningsih, Supatmi Hendra. "UTILIZATION OF ENVIRONMENTAL MEDIA TO IMPROVE CHILDREN'S STORYLING ABILITY IN STUDENTS GROUP A AL FURQON MAESAN BONDOWOSO." Journal of Education Technology and Inovation 5, no. 1 (June 28, 2022): 14–20. http://dx.doi.org/10.31537/jeti.v5i1.691.

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This study aims to improve the storytelling ability of children in group A of Al Furqon Maesan Bondowoso Kindergarten students in the odd semester of the 2020/2021 academic year. Before the action was given, the children's storytelling ability in group A and the teacher had sought alternative solutions by using several methods and media in learning. The application of the media has not been able to improve the storytelling ability of children in group A. The solution offered in this study is to use environmental media in storytelling learning. The research subjects included all 33 students in group A, and teachers in group A. Data collection techniques used observation and interview methods. Interview sheets and observation sheets aim to find out how teachers use environmental media to improve children's storytelling skills in Al Furqon Maesan Bondowoso Kindergarten students, and are expected to be used as guidelines or provisions for me as a teacher in the teaching and learning process, as well as improve and direct students to always speak fluently. The procedure in this study has four stages, namely planning, implementation, observation and reflection. The performance indicators in this classroom action research are, it is hoped that using environmental media to improve children's storytelling skills in group A of AL Furqon Maesan Bondowoso Kindergarten students in the odd semester of the 2020/2021 academic year can improve children's storytelling skills which are shown to increase children's storytelling abilities above the Minimum Mastery Criteria (KKM), minimum 80% of 33 students. The results of this study indicate that before the action using environmental media in storytelling learning as many as 8 children (36.4%). After the agreed action was taken, namely by using environmental media in the first cycle, the children's storytelling ability increased to 18 children (54.5%) and in the second cycle increased to 29 children (87%). Based on the results of data analysis in this action research, the hypothesis which states It is suspected that using environmental media can improve the storytelling ability of children in group A of Al Furqon Maesan Bondowoso Kindergarten students in the odd semester of the 2020/2021 academic year, which is proven and acceptable
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Skharninda, Rana, and Wahyu Endang Setyowati. "The Effect of Storytelling on Ability to Control Violence Behavior in Early Childhood." Jurnal Ners 15, no. 1Sp (April 1, 2020): 574–77. http://dx.doi.org/10.20473/jn.v15i1sp.22128.

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Introduction:Storytelling is a narrative activity that is close to children. This activity can convey the contents of stories, feelings or ideas without making the children feel like being patronized. Narrators can also convey or teach about the behavior that children should do. Early children often do aggressive or violent actions. Based on the condition, storytelling becomes a way to teach children about good behavior. The purpose of the study was to determine the effect of storytelling on the ability to control violent behavior in early childhood at one of Kindergarten in Semarang.Methods: This research is a quantitative research. Sampling technique used total sampling with 24 students as respondents. The data obtained were processed statistically using the marginal homogeneity test. Using marginal homogeneity test, it was obtained p value of 0,000 (<0.05).Results: It can be concluded that there is a storytelling effect on the ability to control violent behavior in early childhood.Conclusion: There is an effect of storytelling on the ability to control violent behavior in early childhood among students of one of Islamic kindergarten in Semarang. For institutions, the storytelling method can be used as daily learning because learning is not only about academics but also attitudes.
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Darmawan, I. Putu Ayub, and Kiki Priskila. "Penerapan Storytelling Dalam Menceritakan Kisah Alkitab Pada Anak Sekolah Minggu." Kurios 6, no. 1 (April 29, 2020): 35. http://dx.doi.org/10.30995/kur.v6i1.129.

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Learning in Sunday schools requires good innovation in order to produce quality learning. In this study, the authors examined the application of storytelling in telling Bible stories to Sunday school children. Therefore, the authors use a qualitative approach by conducting observations and directed discussions on participants so that data obtained about the application of storytelling methods. The results showed that the application of storytelling-assisted lecture methods was carried out in accordance with the steps. The application of storytelling also provides benefits in the form of Increased ability to understand children, as evidenced by the success of retelling stories, specifically Bible stories; increased listening ability in children; increased ability to remember, so that you can retell; increased listening ability in children. Children can concentrate on listening to the teacher's story. These results can be achieved because of an increase in listening, listening, remem-bering, and understanding so that the memorization process occurs which ultimately helps children retell stories that have been heard. Abstrak Pembelajaran pada Sekolah Minggu memerlukan inovasi yang baik agar meng-hasilkan kualitas belajar. Dalam penelitian ini penulis meneliti tentang penerapan storytelling dalam menceritakan kisah Alkitab pada anak Sekolah Minggu. Oleh karena itu, penulis menggunakan pendekatan kualitatif dengan melakukan observasi dan diskusi terarah pada partisipan sehingga diper-oleh data tentang penerapan metode storytelling. Hasil penelitian menunjukkan bahwa penerapan metode ceramah berbantuan storytelling dilakukan sesuai dengan langkah-langkahnya. Penerapan storytelling juga memberikan manfaat berupa: meningkatnya kemampuan memahami pada anak, terbukti dari keber-hasilan menceritakan kembali cerita, secara khusus cerita Alkitab; mening-katnya kemampuan mendengar pada anak; meningkatnya kemampuan meng-ingat, sehingga dapat menceritakan kembali; meningkatnya kemampuan menyi-mak pada anak. Anak dapat berkonsentrasi untuk menyimak cerita guru. Hasil tersebut dapat tercapai karena terjadi peningkatan menyimak, mendengar, mengingat, dan memahami sehingga terjadi proses memorisasi yang akhirnya membantu anak-anak menceritakan kembali cerita yang telah didengar.
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Hariyani, Martika, Dewi Camelia, Yulina Fadilah, and Agustiarini Eka Dheasari. "Meningkatkan Kemampuan Bercerita Anak melalui Media Buku Cerita Gambar." AS-SABIQUN 4, no. 5 (November 1, 2022): 1345–61. http://dx.doi.org/10.36088/assabiqun.v4i5.2259.

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From the observations, it is known that the ability of the Qur'ani 'Aisyiyah 1 Play Group children in telling stories is still lacking, which causes them to be less active in the aspect of answering correctly when asked, and retelling what they have heard. There are several things that cause children to lack the ability to tell stories, one of which is less interesting media so that children feel bored. Therefore, a research was conducted by applying picture storybook media to improve the storytelling ability of group B children. The purpose of this study was to see the activities of teachers and children and increase children's storytelling abilities. in this study the researcher used the Classroom Action Research CAR research method. The subjects of this study were group B children in KB Qur'ani 'Aisyiyah 1 Probolinggo city, totaling 7 children with 5 girls and 2 boys with the object of research being the application of picture storybook media in improving children's storytelling skills. The results of the study indicate that picture storybook media can increase teacher activities, children's activities, and improve children's storytelling abilities. Based on the results of the study, it can be concluded that picture storybook media can improve children's storytelling abilities.
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Azminah, Suhartini Nurul. "Meningkatkan Kemampuan Menyimak Melalui Metode Bercerita pada Anak Kelompok A di TK Siti Khodijah Pucuk Lamongan." Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan dan Pembelajaran Anak Usia Dini 5, no. 1 (May 17, 2018): 1–9. http://dx.doi.org/10.21107/pgpaudtrunojoyo.v5i1.3686.

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Listening has a fundamental function of life including the preschoolers. Human use more time of listening activities for about 50%, while the rest 50% are used for speaking, reading, and writing. Listening activities should begin early for children in all situations. But,it is not in line with the listening ability of group A children in Kindergarten SitiKhodijahPucukLamongan. They have some difficulties when being asked by the teacher to listen to information given. Listening is a tedious activity for children, especially preschoolers. It is necessary to have similar material and interesting way to practice listening skills in preschoolers.According to the problem, the research questions are formulated as follows (1) How the application of storytelling method to improve the listening ability of children group A in Kindergarten SitiKhodijahPucukLamongan?, (2) How to improve the listening ability through the storytelling method of group Achildren in Kindergarten SitiKhodijahPucukLamongan? The purpose of this study are (1) To find out how the application of storytelling method to improve the listening ability in children group A in Kindergarten SitiKhodijahPucukLamongan, (2) To know the improvement of listening ability through storytelling method of group A in Kindergarten SitiKhodijahPucukLamongan.This study uses a Classroom Action Research in which there are actions of teachers in two cycles. On the first cyclethe percentage of children who are able based on criteria of Exponential Developing Criteria (BSH) reaches 33.33% while in the second cyclethe percentage of children who are able increases to 83.33%. Based on the result of this study, it can be concluded that the method of storytelling can improve the listening ability of children group A in Kindergarten SitiKhodijahPucukLamongan.
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Fauziah, Anisa'ul. "PENGARUH MEDIA BONEKA WAYANG KARDUS TERHADAP KEMAMPUAN BERCERITA ANAK." Incrementapedia: Jurnal Pendidikan Anak Usia Dini 1, no. 02 (January 1, 2020): 1–5. http://dx.doi.org/10.36456/incrementapedia.vol1.no02.a2086.

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This research is motivated by the story-telling ability for language development are designed to develop the potential of communication and vocabulary expansion. Through stories, children receive proper example of how to speak, asked for help, thank you, and defend themselves. Based on this, the media “Wayang Kardus” used as an alternative in learning. This study aims to determine the effect of the Media Wayang Kardus on Storytelling Ability of Student’s Group B TK Sartiasari Wonorejo Surabaya. Indirectly storytelling can improve their language skills. This study is a One-Group Pretest-posttes Design. Results showed before and after exercise there is increased development of language skills of children in group B TK Sartiasari Surabaya. The results show the data t = (23.117) is greater than t table = (2.042) with a significance level of 5%. which means there is significant influence between Media Wayang Kardus on Storytelling Ability of children Group B TK Sartiasari Wonorejo Surabaya. Media Wayang Kardus Influential on Storytelling Ability of Children Group B TK Sartiasari Wonorejo Surabaya.
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Karlina, Dwi Nami. "MENINGKATKAN KEMAMPUAN BERBICARA ANAK TK B USIA 5-6 TAHUN MELALUI DIGITAL STORYTELLING DI TK APPLE KIDS SALATIGA SEMESTER I TAHUN AJARAN 2017/ 2018." JPUD - Jurnal Pendidikan Usia Dini 12, no. 1 (April 30, 2018): 1–11. http://dx.doi.org/10.21009//jpud.121.01.

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This study aims to improve the ability of kindergarten speakers B age 5-6 years through digital storytelling in Kindergarten Apple Kids Salatiga. The type of this research is Classroom Action Research (PTK) which is carried out in two cycles with three meetings in each cycle. The subjects of this study were 10 children in group C TK B Apple Kids Salatiga. The object of research is the ability to speak through digital storytelling. Techniques of collecting data using interviews, observation, and documentation. Data analysis technique used is descriptive quantitative and qualitative descriptive. The indicator of success in this study is that the average speaking ability of children through digital storytelling has achieved a very good developed criterion (BSB) of 80%. The results of this study indicate an increase in the ability to speak children through digital storytelling in TK B Apple Kids Salatiga. This is evidenced by the average increase in the ability of children to speak on a pre-cycle by 40%, increased to 56.33% in the action cycle I, and reached 81.33% in the action cycle II. Keywords: Speech Capability of 5-6-year-olds, Digital Storytelling. Penelitian ini bertujuan untuk meningkatkan kemampuan bicara anak TK B Apple Kids Salatiga usia 5-6 tahun melalui digital storytelling. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus dengan tiga kali pertemuan pada setiap siklus. Subyek penelitian ini adalah 10 anak di kelompok C TK B Apple Kids Salatiga. Objek penelitian adalah kemampuan berbicara melalui digital storytelling. Teknik pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Teknik analisis data yang digunakan adalah deskriptif kuantitatif dan deskriptif kualitatif. Indikator keberhasilan dalam penelitian ini adalah bila rata-rata kemampuan berbicara anak melalui digital storytelling telah mencapai kriteria berkembang sangat baik (BSB) yaitu 80%. Hasil penelitian ini menunjukkan adanya peningkatan kemampuan berbicara anak melalui digital storytelling di TK B Apple Kids Salatiga. Hal ini dibuktikan dengan peningkatan rata-rata kemampuan berbicara anak pada pratindakan sebesar 40%, meningkat menjadi 56,33% pada tindakan siklus I, dan mencapai 81,33% pada tindakan siklus II. Kata Kunci : Kemampuan Berbicara anak usia 5-6 Tahun, Digital Storytelling.
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Sella Oktarina, Taty Fauzy, and Mardiana Sari. "The Effect of Mind Mapping Media on Group B Storytelling Ability in Ayu Palembang Kindergarten." Jurnal Ilmiah Pendidikan Holistik (JIPH) 1, no. 3 (December 27, 2022): 153–70. http://dx.doi.org/10.55927/jiph.v1i3.2092.

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The storytelling method is a fairly effective method given to the golden age of early childhood, as an effort to improve their cognitive, affective and psychomotor functions. The observation results showed that the storytelling ability of Group B children at Ayu Palembang Kindergarten was still low. This study aims to influence the influence of mind mapping media on storytelling skills and at the same time to find out what factors are the causes of low children's storytelling abilities in the learning process at Ayu Palembang Kindergarten. The research approach uses a quantitative pre-experimental method with a one group pre-test post-test design. Sample 14 people. Data collection is done through observation, observation and documentation. Data analysis techniques through normality and homogeneity tests. To see the effect of each variable and answer the research hypothesis, a t test was carried out with a significant (α) 0.05). The findings prove that tcount = 171.92 > ttable = 1,771. The findings answer the hypothesis that mind mapping media has an effect on the storytelling ability of group B children at Kindergarten Ayu Palembang.
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Phillips, Louise. "Storytelling: The Seeds of Children's Creativity." Australasian Journal of Early Childhood 25, no. 3 (September 2000): 1–5. http://dx.doi.org/10.1177/183693910002500302.

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Storytelling is an effective educational tool that features strongly across all cultures since human language evolved. Today, it is rarely heard in conventional learning environments. This paper describes an educational program based on storytelling. Research shows that storytelling has the ability to build a greater sense of community, enhance knowledge and memory recall, support early literacy development, and expand creative potential in young children. This program explores storytelling's potential for this through a broad range of extension activities. Conclusively, it is argued that storytelling has a highly effective role to play in the education of young children.
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Dissertations / Theses on the topic "Storytelling ability in children – Nigeria"

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Hui, Pui-shuen Mavis. "The effect of children's attributions of listener knowledge on their telling narratives." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B36208905.

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Thesis (B.Sc)--University of Hong Kong, 1994.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1994." Also available in print.
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Wong, Chun-yin Louisa. "The development of the macrostructure of oral narratives." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B36209211.

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Thesis (B.Sc)--University of Hong Kong, 1995.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 28, 1995." Also available in print.
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Ho, Ka-ying Kathy. "Children's use of evaluative devices in telling fictional and personal narratives." Click to view the E-thesis via HKU Scholars Hub, 2007. http://lookup.lib.hku.hk/lookup/bib/B42004901.

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Thesis (B.Sc)--University of Hong Kong, 2007.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2007." Includes bibliographical references (p. 28-30). Also available in print.
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Chu, Ka-lai Joanne. "Effect of retelling on story recall and on inferential comprehension in Cantonese-speaking children." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B36208875.

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Thesis (B.Sc)--University of Hong Kong, 1994.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1994. Also available in print.
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Chan, Man-ying Killian. "Effects of media input on cohesion of narrative production in Cantonese-speaking children." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B36207469.

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Thesis (B.Sc)--University of Hong Kong, 2000.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2000." Also available in print.
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Au, Wing-sze Cecilia. "Story-retelling as a measure of expressive language in school-aged children a normative study /." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B36208139.

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Thesis (B.Sc)--University of Hong Kong, 2002.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2002." Also available in print.
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Leung, Wing-fai. "Evaluative comments in narratives of Cantonese speaking children." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B36208000.

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Thesis (B.Sc)--University of Hong Kong, 2001.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001. Also available in print.
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Fung, So-man. "The indication of discourse discontinuity in the narratives of Cantonese-speaking adults and children." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B3620786X.

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Thesis (B.Sc)--University of Hong Kong, 2001.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001." Also available in print.
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Brighouse, Jean Alison. "Coast Salish children's narratives : structural analysis from three perspectives." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28923.

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Narratives serve many functions within a given cultural group. As well as reflecting and transmitting the social values of that group, narratives provide children with a cognitive framework that is an important factor in the learning process. Although the structure of narratives has been described for mainstream children, there is some debate as to whether different cultures share the same narrative structure. A culturally-based difference in narrative structure may contribute to the fact that Native Indian children (as well as children from other minority cultures) are overrepresented among those children who have difficulty in school. The present study set out to investigate whether there was a discernable difference in the structure of narratives told by five Coast Salish children aged 5;0 -8;6 and those told by mainstream children reported in the narrative development research literature. Two types of narratives (personal experience and fictional) were collected and analyzed according to three analysis procedures: high point analysis, which emphasizes evaluation of events; episodic analysis, which emphasizes goal-based action; and poetic analysis, which emphasizes the poetic form of the narratives. The high point analysis revealed that the Coast Salish children ordered events in their stories in a different order than mainstream children do. Both the high point and the episodic analyses showed that the Coast Salish children expressed relationships between events implicitly more frequently than mainstream children. The poetic analysis was the most revealing of potential intercultural differences. This analysis revealed that falling intonation, grammatic closure, lexical markers and shifts in perspective (reference, action, focused participant, time frame, comment, etc.) defined structural units in the narratives of the Coast Salish children. This evidence of structural unit markers was consistent with predictions based on research by Scollon & Scollon (1981, 1984). The results of this investigation have implications for educators and speech-language pathologists in their interaction with Native Indian children. In addition, the results provide a useful indication of the necessary considerations and appropriate procedures for carrying out a more focused study of the narratives of a larger group of Native Indian children.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Gutierrez-Gomez, Catalina. "Effects of English and Bilingual Storybook Reading and Reenactment on the Retelling Abilities of Preschool Children." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278108/.

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The purpose of this study was to investigate the story retelling abilities of preschool children who have experienced storybook reading and storybook reenactment bilingually, in English and Spanish, and preschool children who have experienced storybook reading and storybook reenactment in English only. This is a clinical case study employing both quantitative and qualitative measures comparing four treatment groups. Three evaluation instruments were developed by the researcher and used for posttesting; a story comprehension test, a story retelling guidesheet/scoresheet, and a storybook literacy response evaluation. In addition, participant observation and teacher interviews were used to gather qualitative data regarding learning center extensions of the target text and teacher beliefs and practices about the use of storybooks. The findings from this study show that scores for children who experienced storybook reading and storybook reenactment were significantly better on both the story retelling and story comprehension measures. In addition, a larger proportion of children who experienced storybook reading and reenactment were found to perform at the second level of literacy response on the Levels of Literacy evaluation. No differences were found in relationship to the language used on any of the dependent measures. Findings fromqualitative data showed that children were involved in limited extensions of the storybook read to them regardless of whether they experienced storybook reenactment or discussion. Teacher beliefs and practices related to their role during learning center play was believed to have some influence on children's choices regarding story extensions or dramatic play theme content. Recommendations were made to pre-school teachers that story reenactment was an effective technique with both bilingual and monolingual presentation. Additional research questions were posed also.
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Books on the topic "Storytelling ability in children – Nigeria"

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Elling, Elmar. Aspekte kindlichen Erzählens. Münster: MAkS Publikationen, 1987.

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Roberts, Ken. Freedom within boundaries: A scrapbook of ideas for fostering story creation skills in young people. Vancouver, BC: Program Services, Vancouver School Board, 1987.

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Koki, Stan. Storytelling, the heart and soul of education. Honolulu, Hawaii: Pacific Resources for Education and Learning, 1998.

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Mallan, Kerry. Children as storytellers. Newtown, Australia: Primary English Teaching Association, 1991.

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Mallan, Kerry. Children as storytellers. Newtown, NSW, Australia: Primary English Teaching Association, 1991.

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Mallan, Kerry. Children as storytellers. Portsmouth, N.H: Heinemann, 1992.

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ill, Stoberock Martha, ed. The storytelling handbook: A young people's collection of unusual tales and helpful hints on how to tell them. New York: Simon and Schuster Books for Young Readers, 1995.

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Allan, John A. B. 1941-, ed. Children as storytellers: A bridge to success in reading and writing. Toronto: Lugus, 1995.

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ill, Shupe Bobbi, ed. Storytelling for the fun of it: A handbook for children. Masonville, CO: Storycraft Pub., 1999.

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Dubrovin, Vivian. Storytelling for the fun of it: A handbook for children. Masonville, CO: Storycraft Pub., 1994.

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Book chapters on the topic "Storytelling ability in children – Nigeria"

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Eden, Sigal, and Sara Ingber. "Enhancing Storytelling Ability with Virtual Environment among Deaf and Hard-of-Hearing Children." In Lecture Notes in Computer Science, 386–92. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08599-9_58.

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Tan, Yah Hui, Kenneth K. Poon, and Susan J. Rickard Liow. "Predictors of reading ability in English for Mandarin-speaking bilingual children in Singapore." In Literacy, Storytelling and Bilingualism in Asian Classrooms, 66–77. Routledge, 2017. http://dx.doi.org/10.4324/9781315638805-6.

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Bruno, Rosa Tiziana. "Storytelling in Intercultural Education." In Handbook of Research on Didactic Strategies and Technologies for Education, 353–63. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch030.

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Storytelling is often employed as a teaching method. If storytelling is not used properly, however, teachers run the risk of banality and of delivering meaning-poor content. The author believes that storytelling in an intercultural context must privilege the aspects of relations and creativity. As a consequence, she started a narration practice entitled “Creative Writing Relay.” Schools and public bodies collaborated in this project; this spanned different country and continents, allowed for the creation of coexistence (a sort of conviviality) of differences workshops and for the forging of significant relations between children from different places. The site of the exchange was virtual, thanks to a purpose-built virtual environment. The results were positive: the children developed an ability to appreciate the relativity of different and distant points of view, acquired an interest in other cultures, and discovered new alphabets; in fact, they started to appreciate that differences can be an opportunity for enrichment.
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Lopes, Hugo, Vítor Carvalho, and Cristina Sylla. "Development of Tangible Interfaces for Cognitive Development." In Advances in Systems Analysis, Software Engineering, and High Performance Computing, 40–62. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6721-0.ch003.

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This chapter presents the development of a low-cost tangible interface to enhance children's learning through collaborative storytelling, using a set of movable blocks, with a high degree of autonomy and the ability to exchange information with each other. Taking into account the context of the existing game model and on the basis of which this study was developed, the function of these removable blocks is to allow children to create and recreate their own narratives in permanent interaction by manipulating the physical blocks, which trigger the associated virtual representations (characters, e.g., animals, objects, locations, or others). It is expected that children will be able to project these representations on a screen through the activation and manipulation of the physical blocks by adding, removing, moving the blocks while interacting with each other and creating narratives. The authors have attempted to apply a method that could present a new approach to the educational gaming industry.
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Conference papers on the topic "Storytelling ability in children – Nigeria"

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Zsiray, Barbara, and Ildikó Koós. "HOW RORY’S STORY CUBES CAN IMPROVE THE ABILITY OF STORYTELLING IN WRITING AND SPEAKING." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end041.

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"Using board games in the classroom is an opportunity for experiential learning and teaching. The presentation is an example of how board games can be used in mother tongue teaching. Our previous questionnaire proves that 9–10-year-old children show a positive attitude towards board games, and its use in lessons helps to increase interactions between students. In addition, cooperation within the group was strengthened. We have reflected on this with a new project. Our goal is to examine how the popular board game, Rory's Story Cubes, can develop written and oral communication of 9–10-year-old students. In the first period, essays were written by the members of the experimental group and the control group, in which five previously specified words were used. The quantitative and qualitative indexes of the data were analysed by Mean Length Utterance (MLU) and the Hungarian adaptation of Developmental Sentence Scoring (KFM), and creativity was considered. In the second phase, the members of the experimental group took part in an activity process that lasted 15 weeks and was held twice a week. The games with the Story Cubes were carried out under the supervision of the methodical leader of the experiment and recorded with the video camera. The oral texts were analysed in the same way. In the last period of the process, the participants again wrote an essay. The results show that the consistent use of the given board game is beneficial for the semasiological and syntactic cohesion of the students' oral and written texts. The project's achievements may contribute to the widespread use of Rory's Story Cubes, thereby expanding the methodology of native language teaching."
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Rizka, Nelti. "The Effect of the Storytelling Method Using Bigbook on the Language Ability of Children Aged 5-6 Years in Group B TK Mutiara Bunda Bangkinang." In International Conference of Early Childhood Education (ICECE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200715.022.

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Barreto, Luisa, and Hugo Gonçalves. "Language and Visual Perception as a Communication tool for Children with Autism Spectrum Disorders." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001409.

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This study aims to create a tool to facilitate pedagogy for children with autism spectrum disorders, with a primary focus on investigating how different alternative communication systems can improve the daily lives of these children.Autism is a psychological disorder that expresses itself in the development of different degrees of affectation of the individual in relation to family and social interactions, revealing very specific behavioral characteristics, and deficits in communication and language. Due to the difficulty of diagnosing this pathology in the first years of a child's life, the treatments implemented are not always the most appropriate. On the other hand, there are several degrees of development of the disease, which are relevant to their ability to interact with people and the world around them. Therefore, and in association with an early diagnosis, it is necessary to find ways to stimulate them towards social interaction and the development of self-esteem and communication, through didactic-pedagogical monitoring. It is estimated that autism affects one in every 160 children in the world, where pedagogical programs do not contemplate the needs of these children, they become discriminated and segregated from the community.The main goal of this study is to create a pedagogical object adapted to individuals with cognitive disabilities, particularly children with autism spectrum disorders, allowing them to develop their cognitive and interaction skills with others. With the support of studies and institutions that work with children with autism spectrum disorders, information was collected to identify which visual elements are more stimulating and provide interaction with other children.Having Communication Design as a tool for creating communication objects, it was concluded that the best way to provide this interaction would be with the creation of a children's storybook suitable to the interests of children with autism spectrum disorders.Thus, a character Miguelito, who travels through the stars and planets, was created. "Miguelito's Journey" is characterized by a specific language, with the objective of improving and adapting its characteristics as much as possible to the perception capacities of children with cognitive disorders in order to facilitate communication between them. The book/game was presented to a sample of five children with autism, with ages ranging from six to ten years old, who were asked to make a joint and final analysis about the storytelling in the book. From this interaction with the developed project, we started observational study, through the collection of qualitative data. This study revealed that illustrations are a key point of help for individuals with cognitive difficulties, since textual production in these cases becomes a difficult medium to understand. These illustrations should be simple, which makes them easier to understand, and the insertion of textured materials is an added value, creating more interest and interaction of children with autism spectrum disorders.
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Reports on the topic "Storytelling ability in children – Nigeria"

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‘Understanding developmental cognitive science from different cultural perspectives’ – In Conversation with Tochukwu Nweze. ACAMH, October 2020. http://dx.doi.org/10.13056/acamh.13666.

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Tochukwu Nweze, lecturer in the Department of Psychology, University of Nigeria, Nsukka and, PhD student in MRC Cognition and Brain Sciences Unit, University of Cambridge talks about his recent paper on parentally deprived Nigerian children having enhanced working memory ability, how important is it to study cultural differences in cognitive adaption during and following periods of adversity, and how can mental health professionals translate this understanding of difference into their work.
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