The use of storytelling methods by teachers and their effects on children's understanding and attention span
This research was carried out to determine the effect of different storytelling methods on children's understanding and attention span of pre-school education period. The research is a quantitative study that took place in two stages. In the first stage, with the descriptive screening model, it was determined which of the different storytelling methods used by a total of 72 preschool teachers during the education period. In the second stage, the effectiveness of the four different storytelling methods that teachers stated most was examined by using comparative non-synchronized post-test design. The experimental stage was carried out with 40 children, whose ages ranging from five to six, receiving pre-school education. In the research, each of the four separate stories was presented with four different storytelling methods. As a result of the research, it was determined that the method of telling the story most frequently used by the teachers was “By reading from the story-tale book”, and the method they used the least was the telling with the “Shadow puppet”. When looking at the level of children's understanding of stories, it was determined that the most effective method was the method of telling “By reading from the story-tale book”, and the least effective method was the method of telling with the “Story card”. When the effects of the stories on the focus and attention span of the children were analysed, it was determined that the most effective method was the method of “Storytelling using the computer”, and the least effective method was the method of storytelling with the story card. At the end of this research, it was concluded that the effective use of audio-visual elements in storytelling methods was the most effective factor for children to understand the story and focus on it for a long time.
Baltacı, A. (2018). A conceptual review of sampling methods and sample size problems in qualitative research. Bitlis Eren University Social Science Journal, 7(1), 231-274.
Bartan, M. (2019). The study of attracting attention and maintaining attention ways used by preschool teachers in activities. Journal of Uludag University Faculty of Education, 32(1), 227-244. https://doi.org/10.19171/uefad.533239
Bay, D. N., & Çetin-Şimşek, Ö. V. (2014). Storybook reading strategies of preschool teachers in the Usa and Turkey. International Journal of Education and Research, 2(7), 41-54.
Beaty, J. J., & Pratt, L. (2011). Early literacy in preschool and kindergarten: A multicultural perspective (3th ed.). Pearson Education, Inc.
Bektaş, H. (2010). Research of storytelling methods in Turkish language activities used by preschool teachers?: Sample of Karaman province. (PhD Thesis). Selcuk University Institute of Educational Sciences. Konya.
Cohrssen, C., Niklas, F., & Tayler, C. (2015). ‘Is that what we do?’ Using a conversation analytic approach to highlight the contribution of dialogic reading strategies to educator-child interactions during storybook reading in two early childhood settings. Journal of Early Childhood Literacy, 16, 361–382. https://doi.org/10.1177/1468798415592008
Dickinson, D. K., & Tabors, P. O.(2001). Beginning literacy with language. Paul H. Brookes.
Ergül, C., Akoğlu, G., Sarıca, D. A., Tufan, M. ve Karaman, G. (2015). Examination of shared book reading activities in kindergartens based on “dialogic reading. Journal of Mersin University Faculty of Education, 11(3), 603-619.
Gök, A. (2010). Pre-school teachers' usage conditions of information technologies and the opinions on students' interest and attention level on it. (Master's Thesis). Yeditepe University Institute of Social Sciences, İstanbul.
Güleç, H., & Geçgel, H. (2005). Children's literature-preschool literature and book. Kök Yayıncılık.
Heo, M. (2009). Digital storytelling: An empirical study of the impact of digital storytelling on pre- service teachers’ self-efficacy and dispositions towards educational technology. Educational Multimedia and Hypermedia, 18(4), 405-428.
Hess, M. E. (2014). A new culture of learning: Digital storytelling and faith formation. Dialog: A Journal of Theology, 53(1):12-22. https://doi.org/10.1111/dial.12084
Isbell, R., Sobol, J. Lindauer, L., & Lawrence, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163.
Işıkoğlu Erdoğan, N., & ve Akay, B. (2015). Examination of story reading and teacher questions in early childhood education. Journal of Mehmet Akif Ersoy Üniversitesi University Faculty of Education, 36, 34-46.
Karasar, N. (2009). Bilimsel araştırma yöntemi. Nobel Yayın Dağıtım.
Kleeck, A., & Woude, J. V. (2003). Book sharing with preschoolers with language delays. In van Kleeck A., Stahl S. A. (Eds.), On reading books to children: Parents and teachers. (pp.58–92) Lawrence Erlbaum Associates Mahwah.
Kocaman-Karoğlu, A. (2015). The changing nature of storytelling by means of technology in the instructional process: Digital storytelling. Educational Technology Theory And Practice, 5(2), 89-106.
Lin, C. H. (2012). Application of a model for the ıntegration of technology in kindergarten: An empirical ınvestigation in Taiwan. Early Childhood Education Journal, 40, 5–17.
Merchant, G., & Thomas, H. (2013). Picture books for the literacy hour: Activities for primary teachers. Taylor and Francis.
Ökten, C. E., & ve Sauner-Leroy, M. H. (2016). Yabancı dil olarak Türkçe öğretimindeki kip ve zaman anlayışı değerlendirmeleri ve önerileri. A. Okur, B. İnce ve İ. Güleç. (Eds.). Yabancılara Türkçe öğretimi üzerine araştirmalar. (ss.161-167). Sakarya Üniversitesi Türk Dili Öğretimi Uygulama ve Araştırma Merkezi Yayınları.
Olgan, R. (2013). Story telling methods using different materials with the story book. In M. Gönen (Ed.), Children's literature (pp. 239-249). Eğiten Kitap.
Özyürek, M. (2007). Positive classroom management. Pegem Yayıncılık.
Robin, B. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220-228.
Şimşek, C. Z. (2017). The effects of different book reading techniques to the language development of 48-66 months children. (Master's Thesis). Pamukkale University Institute of Educational Sciences, Denizli.
Teale, W. H. (2003). Reading aloud to young children as a classroom instructional activity. Insight from research and practice. In A. van Kleeck, S. A. Stahl & E.B. Bauer (Eds.) On reading books to children:Parents and teachers (pp:114-139). Erlbaum.
Toki, E. I., & Pange, J. (2014). ICT use in early childhood education: Storytelling. Bridges 66(1): 183-192.
Türe-Köse. (2019). The effect of digital storytelling on listening skills in preschool children. (Master's Thesis). Dumlupinar University Institute of Educational Sciences, Kütahya.
Turla, A. (2015). Storytelling techniques in preschool period. In A. Turla (Ed.). Children's literature in preschool period.(pp.11-30). Hedef CS Yayıncılık ve Mühendislik.
Ural, A., & ve Kılıç, İ., (2006). Scientific research process and data analysis with SPSS. (2th ed.). Detay Yayıncılık.
Walsh, B. A., Blewitt, P. (2006). The effect of questioning style during storybook reading on novel vocabulary acquisition of preschoolers. Early Childhood Education Journal, 33, 273–278.
Yüksel, P. (2011). Using digital storytelling in early childhood education a phenomenological study of teachers’ experiences. (PhD Thesis). The Middle East Technical University, Ankara.
Zembat, R., & ve Zülfikar, S. (2006). An investigation of conversation and story telling activities used by preschool education teachers. Educational Sciences: Theory & Practice, 6(2), 587-608.