Folklore Epistemology: How Does Traditional Folklore Contribute to Children's Thinking and Concept Development?

Autor/inn/en	Agbenyega, Joseph S.; Tamakloe, Deborah E.; Klibthong, Sunanta
Titel	Folklore Epistemology: How Does Traditional Folklore Contribute to Children's Thinking and Concept Development?
Quelle	In: International Journal of Early Years Education, 25 (2017) 2, S.112-126 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2017.1287062
Schlagwörter	Folk Culture; African Culture; Foreign Countries; Story Telling; Social Development; Teaching Methods; Recall (Psychology); Imagination; Thinking Skills; Early Childhood Education; Young Children; Oral Tradition; Cultural Maintenance; Ghana + Suchen Sie Ihr Suchwort? Africa; Culture; Afrika; Kultur; Ausland; Soziale Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Abberufung; Denkfähigkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Oral history; Mündliche Überlieferung
Abstract	This research utilised a "stimulated recall" methodology [Calderhead, J. 1981. "Stimulated Recall: A Method for Research on Teaching." "British Journal of Educational Psychology" 51: 211-217] to explore the potential of African folklore, specifically Ghanaian folk stories in the development of children's reflective thinking about social life. The research was based on Ghanaian folklore for children, which is popularly known as "By the Fireside Stories", encapsulated traditionally as "Anansesem" or "Spider stories" among the Akan of Ghana. Data were collected through storytelling to a group of children and inviting them to recall their concurrent thinking during and after the storytelling. The children's cognitive recall processes were stimulated by questions and story character dramatisation recorded on a digital video recorder and played back to the children. Findings showed major contributions to children's learning and development related to imagination, concept formation and thinking, and beyond the self in social relationship. This paper draws attention to how traditional oral storytelling can be an important part of early childhood education to develop children's reflective thinking about social life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01