Storytelling/Story-Acting in a U.S. Kindergarten: Social-Emotional Learning, Common Core State Standards, and Play

• In Event: Storytelling and Story Acting Across Cultures: Early Childhood Teacher Researchers Investigate Language and Literacy Learning

Abstract

Objectives and Context:
This study, situated in a public school in a large rural town in Vermont, was conducted in an inclusive kindergarten classroom with 14 students. We adhere to the Common Core State Standards (National Governors Association Center for Best Practices & Officers, 2010) and our literacy frameworks are guided by Teachers College Reading & Writing Project (Calkins & Teachers College Reading and Writing Project Columbia University, 2013) My inspiration to engage in this teacher research process came from grappling with how to implement the rigorous academic expectations of a reading and writing workshop model, honoring young children’s developmental need for play while also continuously weaving a social-emotional focus throughout. Believing in the Vygotskyian ideas of learning as social (Vygotsky & Cole, 1981), I decided to try the ST/SA approach in my class and document the process in order to gain insight into the following questions: Does ST/SA align with the CCSS? What benefits does it have? How can ST/SA support social and emotional learning (SEL) skills?

Theoretical Framework and Methodology:
This presentation utilizes the theoretical framework of inquiry as stance and the methodology of teacher research as presented in the overall session summary, applicable to all three papers.

Data Sources:
Data for this study included 14 children’s stories, one page in length, dictated by the children and transcribed. 14 video recordings of kindergarteners acting out the stories were also reviewed.

Conclusions:
Overall ST/SA data showed strong alignment with SEL skills as well as the CCSS speaking and listening standards. Due to high levels of engagement and motivation for children it proved an effective teaching strategy which taps into their play. Children were so eager to participate that after the introductory lesson, 12 out of 14 students wanted to work independently to write their own stories. Disappointment was palpable in the classroom when they realized that turn taking would result in one person’s story a day. Every session, SEL skills and CCSS were present during discussion about how to act out certain parts. In one story, children brainstormed and then decided collaboratively to roll over in order to show the fish had died. In another, children decided to show driving in a car by walking behind the child acting out the driver. ST/SA offers children with different skill levels access to engaging literacy instruction. Students who typically found writing workshop difficult and often exhibited avoidance behaviors were eager to follow the routine and excitedly participated in discussions, acting and as audience members. There is endless potential to continue and extend ST/SA curriculum throughout the school year to address CCSS writing standards and hone SEL skills.

Author

• Jo-Ellen Rowley, Essex Westford School District