Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-586b7cd67f-vdxz6 Total loading time: 0 Render date: 2024-11-23T01:12:00.906Z Has data issue: false hasContentIssue false

9 - Storytelling

from Part II - Pedagogy in Interaction

Published online by Cambridge University Press:  16 June 2022

By
Anna Filipi
Edited by
Amelia Church  and
Amanda Bateman
Amelia Church
Affiliation:
University of Melbourne
Amanda Bateman
Affiliation:
Swansea University
Get access

Summary

Stimulating emergent literacy is one of the main goals of early childhood education. In order to accomplish this, the orientation to different aspects of literacy can be integrated into classroom interaction, as is shown in Chapter 10 of this Handbook. We demonstrate how early childhood educators can use children’s spontaneous attention to written text as a base for meaningful interaction by explicating their own acts of literacy and by talking with children whenever they read and write themselves. We also demonstrate how attention to literacy can be incorporated into shared reading interactions, by orienting the children to the structure of a story, the role of a book title and their understanding of the story. In addition, early childhood educators may organize meaningful activities in which children discuss literacy issues in peer interaction, while trying to write and to construct texts together. Illustrated by everyday examples, this chapter stresses the importance of eliciting meaningful teacher-child interaction and peer interaction around written text.

Keywords

adult-child interactionsauthentic situationscollaborative writingconversation analysiscooperative learningemergent literacyliteracy eventspeer interactionshared reading
Type
Chapter
Information
Talking with Children
A Handbook of Interaction in Early Childhood Education
 , pp. 185 - 203
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aldridge, M., and Wood, J. (1998). Interviewing Children: A Guide for Child Care and Forensic Practitioners. West Sussex: John Wiley.Google Scholar
Barkhuizen, G. (2011). Narrative knowledging in TESOL. TESOL Quarterly, 45(3), 391–414. Available from: www.jstor.org/stable/41307694CrossRefGoogle Scholar
Bateman, A. (2018). Ventriloquism as early literacy practice: making meaning in pretend play. Early Years, 38(1), 68–85. https://doi.org/10.1080/09575146.2016.1254162Google Scholar
Bateman, A. (2020). Young children’s affective stance through embodied displays of emotion during tellings. Text & Talk, 40(5), 643–668. https://doi.org/10.1515/text-2020-2077CrossRefGoogle Scholar
Bateman, A., and Carr, M. (2017). Pursuing a telling: managing a multi-unit turn in children’s storytelling. In Bateman, A. and Church, A. (eds.), Children and Knowledge: Studies in Conversation Analysis (pp. 91–110). Singapore: Springer. https://doi.org/10.1007/978-981-10-1703-2Google Scholar
Bateman, A., and Danby, S. (2013). Recovering from the earthquake: early childhood teachers and children collaboratively telling stories about their experiences. Disaster Management and Prevention Journal, 22(5), 467–479. https://doi.org/10.1108/DPM-10–2013-0177Google Scholar
Bateman, A., Danby, S., and Howard, J. (2015). Using conversation analysis for understanding children’s talk about traumatic events. In O’Reilly, M. and Lester, J. (eds.), Handbook of Child Mental Health: Discourse and Conversation Studies (pp. 402–421). New York, NY: Palgrave Macmillan. https://doi.org/10.1057/9781137428318Google Scholar
Blum-Kulka, S. (1990). You don’t touch lettuce with your fingers: parental politeness in family discourse. Journal of Pragmatics, 14, 259–288. https://doi.org/10.1016/0378–2166(90)90083-PGoogle Scholar
Bruner, J. S. (1986). Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press.Google Scholar
Burdelski, M. (2019). Young children’s multimodal participation in storytelling: analyzing talk and gesture in Japanese family interaction. In Burdelski, M. and Evaldsson, A-C (eds.), A Multimodal CA Perspective on Children’s Collaborative Tellings of Events. Research on Children and Social Interaction, Special Issue, 3(1–2), 1–5. https://doi.org/10.1558/rcsi.38982.Google Scholar
Burdelski, M., and Evaldsson, A-C. (eds.) (2019). A Multimodal CA Perspective on Children’s Collaborative Tellings of Events. Research on Children and Social Interaction, Special Issue, 3(1–2), 1–5. https://doi.org/10.1558/rcsi.38982Google Scholar
Cekaite, A., and Björk-Willén, P. (2018). Enchantment in storytelling: co-operation and participation in children’s aesthetic experience. Linguistics and Education, 48, 52–60. https://doi.org/org/10.1016/j.linged.2018.08.005CrossRefGoogle Scholar
Engel, S. (1995). The Stories Children Tell: Making Sense of the Narratives of Childhood. New York, NY: W. H. Freeman.Google Scholar
Evaldsson, A-C., and Fernandes, O. A. (2019). Embodied performances and footings in a young child’s spontaneous participation in bilingual Russian–Swedish storytelling. In Burdelski, M. and Evaldsson, A-C (eds.), A Multimodal CA Perspective on Children’s Collaborative Tellings of Events. Research on Children and Social Interaction, Special Issue, 3(1–2), 36–64. https://doi.org/10.1558/rcsi.37297Google Scholar
Farrant, K., and Reese, E. (2000). Maternal style and children’s participation in reminiscing: stepping stones in children’s autobiographical memory development. Journal of Cognition and Development, 1(2), 193–225.CrossRefGoogle Scholar
Filipi, A. (2007). A toddler’s treatment of mm and mm hm in talk with a parent. Australian Review of Applied Linguistics, 30(3), 1–17. https://doi.org/10.2104/ARAL0733Google Scholar
Filipi, A. (2009). Toddler and Parent Interaction: The Organisation of Gaze, Pointing and Vocalization. Amsterdam/Philadelphia: John Benjamins.CrossRefGoogle Scholar
Filipi, A. (2017a). Exploring the recognisability of early story-telling through an interactional lens. Research on Children and Social Interaction, 1(2), 141–163. https://doi.org/10.1558/rcsi.31370CrossRefGoogle Scholar
Filipi, A. (2017b). The emergence of early story-telling. In Bateman, A. and Church, A. (eds.), Children’s Knowledge-in-Interaction: Studies in Conversation Analysis (pp. 279–295). Singapore: Springer. https://doi.org/10.1007/978-981-10-1703-2Google Scholar
Filipi, A. (2018a). Making teacher talk comprehensible through language alternation practices. In Filipi, A. and Markee, N. (eds.), Conversation Analysis and Language Alternation: Capturing Transitions in the Classroom (pp. 183–204). Amsterdam/Philadelphia: John Benjamins. https://doi.org/10.1075/pbns.295CrossRefGoogle Scholar
Filipi, A. (2018b). Using language alternation to establish epistemic status in an Italian as a second language lesson. In Seedhouse, P., Sert, O., and Balaman, U. (eds.), Conversation Analytic Studies on Teaching and Learning Practices: International Perspectives. Hacettepe University Journal of Education, Special Issue, 33, 36–53. https://doi.org/10.16986/HUJE.2018038795Google Scholar
Filipi, A. (2019). Snapshots of how story-telling is triggered in interactions with children aged two, three and three and a half. In Burdelski, M. and Evaldsson, A-C (eds.), A Multimodal CA Perspective on Children’s Collaborative Tellings of Events. Research on Children and Social Interaction, Special Issue, 3(1–2), 219–143. https://doi.org/10.1558/rcsi.37285Google Scholar
Filipi, A. (2022). The shape of child-initiated in pretend play in interactions with a parent at ages 15 months and 3. In Filipi, A., Ta, B. T., and Theobald, M. (eds.), Storytelling Practices in Home and Educational Contexts: Perspectives from Conversation Analysis. Cham: Springer.CrossRefGoogle Scholar
Goodwin, M. H., and Kyratzis, A. (2011). Peer language socialization. In Duranti, A., Ochs, E., and Schiefflein, B. B. (eds.), The Handbook of Language Socialization (pp. 365–390). Malden, NJ: Blackwell. https://doi.org/10.1002/9781444342901.ch16Google Scholar
Heath, S. B. (1983). Ways with Words: Language, Life and Work in Communities and Classrooms. New York, NY: Cambridge University Press.Google Scholar
Heller, V. (2019). Embodied displacements in young German children’s storytelling: layering of spaces, voices and bodies. In Burdelski, M. and Evaldsson, A-C (eds.), A Multimodal CA Perspective on Children’s Collaborative Tellings of Events. Research on Children and Social Interaction, Special Issue, 3(1–2), 168–195. https://doi.org/10.1558/rcsi.37311Google Scholar
Heritage, J. (2012). The epistemic engine: sequence organization and territories of knowledge. Research on Language and Social Interaction, 45(1), 30–52. https://doi.org/10.1080/08351813.2012.646685Google Scholar
Heritage, J., and Sorjonen, M-L. (1994). Constituting and maintaining activities across sequences: and-prefacing as a feature of question design. Language in Society, 23(1), 1–29. https://doi.org/10.1017/S0047404500017656CrossRefGoogle Scholar
Horsdal, M. (2012). Telling Lives: Exploring Dimensions of Narratives. New York, NY: Routledge.Google Scholar
Hutchby, I., and Wooffitt, R. (2008). Conversation Analysis (2nd ed.). Cambridge: Polity Press.Google Scholar
Labov, W., and Waletzky, J. (1967). Narrative analysis: oral versions of personal experience. In Helm, J. (ed.), Essays on the Verbal and Visual Arts (pp. 12–34). Seattle, WA: University of Washington Press.Google Scholar
Lerner, G. (1992). Assisted storytelling: deploying shared knowledge as a practical matter. Qualitative Sociology, 15(3), 247–271. https://doi.org/10.1007/BF00990328Google Scholar
Mandelbaum, J. (2012). Story-telling in conversation. In Sidnell, J. and Stivers, T. (eds.), The Handbook of Conversation Analysis (pp. 492–508). Chichester: Wiley-Blackwell. https://doi.org/10.1002/9781118325001.ch24Google Scholar
Martin, B. Jr. (1994). Brown Bear. New York, NY: Henry Holt & Company Inc.Google Scholar
McCabe, A., and Peterson, C. (1991). Getting the story: a longitudinal study of parental styles in eliciting narratives and developing narrative skill. In McCabe, A. and Peterson, C. (eds.), Developing Narrative Structure (pp. 217–253). Hillsdale, NJ: Erlbaum.Google Scholar
Mehan, H. (1979). Learning Lessons: Social Organization in the Classroom. Boston, MA: Harvard University Press. https://doi.org/10.4159/harvard.9780674420106CrossRefGoogle Scholar
Morita, E. (2019). Japanese two-year-olds’ spontaneous participation in storytelling activities as social interaction. In Burdelski, M. and Evaldsson, A-C (eds.), A Multimodal CA Perspective on Children’s Collaborative Tellings of Events. Research on Children and Social Interaction, Special Issue, 3(1–2), 65–91. https://doi.org/10.1558/rcsi.37312Google Scholar
Nelson, K. (1996). Language in Cognitive Development. New York, NY: Cambridge University Press.Google Scholar
Nevile, M. (2006). Making sequentiality salient: and-prefacing in the talk of airline pilots. Discourse Studies, 8(2), 279–302. https://doi.org//10.1177/1461445606061797CrossRefGoogle Scholar
Nicolopoulou, A. (2016). Young children’s pretend play and storytelling as modes of narrative activity. In Douglas, S. and Stirling, L. (eds.), Children’s Play, Pretense, and Story: Studies in Culture, Context, and Autism Spectrum Disorder (pp. 6–27). New York/London: Routledge.Google Scholar
Peterson, C., and Jesso, B. (2008). Parent/caregiver: narrative development (37–48 months). In Phillips, L. (ed.), Handbook of Language and Literacy Development: A Roadmap from 0–60 Months (pp. 1–10). London, ON: Canadian Language and Literacy Research Network.Google Scholar
Peterson, C., & McCabe, A. (1983). Developmental Psycholinguistics: Three Ways of Looking at a Child’s Narrative. New York, NY: Plenum.Google Scholar
Radford, J., and Mahon, M. (2010). Multi-modal participation in storybook sharing. In Gardner, H. and Forrester, M. (eds.), Analysing Interactions in Childhood: Insights from Conversation Analysis (pp. 209–226). West Sussex: John Wiley. https://doi.org/10.1111/j.1460–6984.2011.00098.xGoogle Scholar
Reese, E. (1995). Predicting children’s literacy from mother-child conversations. Cognitive Development, 10(3), 381–405. https://doi.org/10.1016/0885–2014(95)90003-9Google Scholar
Reese, E., and Brown, N. (2000). Reminiscing and recounting in the preschool years. Applied Cognitive Psychology, 14(1), 1–17 https://doi.org/10.1002/(SICI)1099-0720(200001)14:1<::AID-ACP625>3.0.CO;2-G3.0.CO;2-G>CrossRefGoogle Scholar
Reese, E., Haden, C. A., and Fivush, R. (1993). Mother–child conversations about the past: relationships of style and memory over time. Cognitive Development, 8, 403–430. https://doi.org/10.1016/S0885-2014(05)80002-4CrossRefGoogle Scholar
Rome-Flanders, T., Cronk, C., and Gourde, C. (1995). Maternal scaffolding in mother-infant games and its relationship to language development: a longitudinal study. First Language, 15(3), 339–355. https://doi.org/10.1177/014272379501504505CrossRefGoogle Scholar
Sacks, H. (1992). Long sequences. In Jefferson, G. (ed.), Lectures on Conversation (vol. 2, pp. 354–359). Oxford: Blackwell.Google Scholar
Schegloff, E. A. (1988). Presequences and indirection. Applying speech act theory to ordinary conversation. Journal of Pragmatics, 12, 55–62. https://doi.org/10.1016/0378-2166(88)90019-7CrossRefGoogle Scholar
Schegloff, E. A. (1991). Reflections on talk and social structure. In Boden, D. and Zimmerman, D. H. (eds.), Talk and Social Structure (pp. 44–70). Cambridge: Polity Press.Google Scholar
Schegloff, E. A. (2007). Sequence Organization in Interaction: A Primer in Conversation Analysis. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Schick, A., and Melzi, G. (2010). The development of children’s oral narratives across contexts. Early Education and Development, 21(3), 293–317. https://doi.org/10.1080/10409281003680578CrossRefGoogle Scholar
Searles, D. K. (2019). Positioning updates as relevant: an analysis of child-initiated updating in American and Canadian families. In Burdelski, M. and Evaldsson, A-C (eds.), A Multimodal CA Perspective on Children’s Collaborative Tellings of Events. Special Issue, Research on Children and Social Interaction, 3(1–2), 144–167. https://doi.org/10.1558/rcsi.37286Google Scholar
Shaw, R., and Kitzinger, C. (2007). Memory in interaction: an analysis of repeat calls to a home birth helpline. Research on Language & Social Interaction, 40(1), 117–144. https://doi.org/10.1080/08351810701331307Google Scholar
Sidnell, J. (2010). Conversation Analysis. West Sussex: Wiley-Blackwell.Google Scholar
Snow, C. E., Tabors, P. O., and Dickinson, D. K. (2001). Language development in the preschool years. In Dickinson, D. K. and Tabors, P. O. (eds.), Beginning Literacy with Language: Young Children Learning at Home and School (pp. 1–25). Baltimore, MD: P. H. Brookes Publishing.Google Scholar
Stokoe, E., and Edwards, D. (2006). Story formulations in talk-in-interaction. Narrative Inquiry, 16(1), 56–65. https://doi.org/10.1075/ni.16.1.09stoCrossRefGoogle Scholar
Takada, A., and Kawashima, M. (2019). Caregivers’ strategies for eliciting storytelling from toddlers in Japanese caregiver–child picture book reading activities. In Burdelski, M. and Evaldsson, A-C (eds.), A Multimodal CA Perspective on Children’s Collaborative Tellings of Events. Research on Children and Social Interaction, Special Issue, 3(1–2), 196–223. https://doi.org/10.1558/rcsi.37287Google Scholar
Takagi, T. (2019). Referring to past actions in caregiver–child interaction in Japanese. In Burdelski, M. and Evaldsson, A-C (eds.), A Multimodal CA Perspective on Children’s Collaborative Tellings of Events. Research on Children and Social Interaction, Special Issue, 3(1–2), 92–118. https://doi.org/10.1558/rcsi.37384Google Scholar
Theobald, M. (2016). Achieving competence: the interactional features of children’s storytelling. Childhood, 23(10), 87–104. https://doi.org/10.1177/0907568215571619Google Scholar
Theobald, M. (2019). Scaffolding storytelling and participation with a bilingual child in a culturally and linguistically diverse preschool in Australia. In Burdelski, M. and Evaldsson, A-C (eds.), A Multimodal CA Perspective on Children’s Collaborative Tellings of Events. Research on Children and Social Interaction, Special Issue, 3(1–2), 224–247. https://doi.org/10.1558/rcsi.37294Google Scholar
Theobald, M., and Reynolds, E. (2015). In pursuit of some appreciation: assessment and group membership in children’s second stories. Text & Talk, 35(3), 407–430. https://doi.org/10.1515/text-2015-0006Google Scholar
Vygotsky, L. S. (1962). Thought and Language. Cambridge, MA: MIT Press.Google Scholar
Wigglesworth, G., and Stavans, A. (2001). A cross-cultural investigation of parental interaction in narrative with children at a range of ages. In Nelson, K., Aksu-Koc, A., and Johnson, C. (eds.), Children’s Language, Volume 10: Narrative and Discourse Development (pp. 73–93). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
You, H-J. (2015). Reference to shared past events and memories. Journal of Pragmatics, 87, 238–250. https://doi.org/10.1016/j.pragma.2015.02.003CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×