Awarua and the Dragon: Storytelling as a Stimulus for Early Childhood Teaching and Learning in Two Cultural Contexts

Autor/inn/en	Terreni, Lisa Gabriella; Loveridge, Judith; Denee, Rachel; Zhou, Jing
Titel	Awarua and the Dragon: Storytelling as a Stimulus for Early Childhood Teaching and Learning in Two Cultural Contexts
Quelle	In: International Journal of Early Years Education, 31 (2023) 2, S.555-570 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Denee, Rachel) ORCID (Zhou, Jing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2021.1894100
Schlagwörter	Cultural Context; Kindergarten; Cross Cultural Studies; Preschool Teachers; Self Concept; Sociocultural Patterns; Story Telling; Teacher Attitudes; Parent Attitudes; Learning Processes; Multiple Literacies; Cultural Background; Teaching Methods; Place Based Education; Foreign Countries; Mythology; Pacific Islanders; Ethnic Groups; Cultural Awareness; Student Characteristics; New Zealand; China + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Selbstkonzept; Soziokulturelle Theorie; Lehrerverhalten; Elternverhalten; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Mythologie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Cultural identity; Kulturelle Identität; Neuseeland
Abstract	In this article, we examine how teachers in two kindergartens, one in New Zealand and one in China, used the stimulus of a fictional story combining mythical creatures from Maori and Chinese culture to enhance young children's sense of place and cultural identity. Sociocultural understandings about the role of collaboration and cultural tools in meaning-making informed the research design. Teachers' documentation about the children's learning throughout the project was analysed and focus group interviews were conducted with teachers and parents. Findings demonstrated that story-telling provided an effective stimulus for children's learning using a range of multi-literacies. It was also helpful for exploring and connecting children, teachers and families with significant aspects of the cultural backgrounds of the children. The research also revealed that teachers engaged in intentional teaching practices to achieve these outcomes but experienced challenges (pedagogical knots) as they used the story. Nonetheless, we argue that the use of storytelling can be a powerful tool for fostering greater understanding for children, teachers and families of their own and others' cultures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01