Storytelling as a Tool for Social Emotional Learning: Lessons From Chinese and American Early Childhood Educators

• In Event: Social Emotional Learning Across Various Contexts Within Schools and Beyond

Abstract

Storytelling can illustrate abstract concepts, which is partly why storytelling using books is ubiquitous in many preschool classrooms and why shared readings are widely used in Social Emotional Learning (SEL) curricula. The objective of this study was to explore how Chinese and American preschool teachers use storytelling for SEL. Fourteen Chinese and 12 American teachers were recruited. Six online focus groups were conducted in teachers’ native language using semi-structured interviewing. Results revealed Chinese and American teachers use storytelling as tools for SEL. Yet, Chinese teachers incorporated historical figures and American teachers incorporated storybooks. Moreover, Chinese teachers emphasized scaffolding perspective taking whereas American teachers emphasized cognitive empathy. Results inform future studies exploring the efficacy of storytelling as tools for SEL.

Authors

• Fuzhe Xie, Yale University
  Presenting Author

• Zhenlan Wang, Yale University
  Non-Presenting Author

• Nicole Park, Yale University
  Non-Presenting Author

• Craig Steven Bailey, Yale School of Medicine
  Non-Presenting Author