About this paper

Appears in:
Pages: 5299-5304
Publication year: 2015
ISBN: 978-84-606-8243-1
ISSN: 2340-1117

Conference name: 7th International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2015
Location: Barcelona, Spain

STORYTELLING AS A METHOD OF DEVELOPMENT FOR PRESCHOOL CHILDREN IN KINDERGARTEN

M. Ruzicka, L. Sebkova, E. Urbanovska, K. Vitásková

Palacky University (CZECH REPUBLIC)
Speech development is an integral part of the overall development of the child. Between 3 to 6 years there is a rapid development of narrative skills of the child which is closely connected to the development of thinking. The development of narrative skills is a lifelong process. Narration of the experience lived, description, explanation and storytelling are beginning to develop within the narrative at pre-school age. At first, we can observe the narrative with a simple structure without detailed description. Later, narratives with a more complex structure are developed. (Kapalková, 2009). Storytelling is a concept consisting of two words, story and narration. This method can be used not only as a means of education, but also as way of child's socialization. Fairy tale is the most natural form of work with the story and narration at pre-school age. Storytelling allows solving moral dilemmas, enhancing vocabulary and communication skills, it encourages critical thinking, develops imagination etc. Fairy tales can be focused on different areas of development, for example on progressive muscle relaxation. It is obvious that storytelling should be a standard part of education of children in the kindergarten. For this reason, the aim of this contribution is to analyse the use of a method of storytelling in selected nursery school teachers studying at Faculty of Education, Palacký University in Olomouc. Methodology of this research is both quantitative and qualitative. The analysis of evaluation of storytelling course organized at the Faculty of Education, Palacký University in Olomouc is presented in the qualitative approach. The qualitative part of the survey interprets the content analysis of seven semi-structured interviews. Evidence of the need of this method in the curriculum of kindergartens is the result of the research conducted.
@InProceedings{RUZICKA2015STO,
author = {Ruzicka, M. and Sebkova, L. and Urbanovska, E. and Vit{\'{a}}skov{\'{a}}, K.},
title = {STORYTELLING AS A METHOD OF DEVELOPMENT FOR PRESCHOOL CHILDREN IN KINDERGARTEN},
series = {7th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN15 Proceedings},
isbn = {978-84-606-8243-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {6-8 July, 2015},
year = {2015},
pages = {5299-5304}}
TY - CONF
AU - M. Ruzicka AU - L. Sebkova AU - E. Urbanovska AU - K. Vitásková
TI - STORYTELLING AS A METHOD OF DEVELOPMENT FOR PRESCHOOL CHILDREN IN KINDERGARTEN
SN - 978-84-606-8243-1/2340-1117
PY - 2015
Y1 - 6-8 July, 2015
CI - Barcelona, Spain
JO - 7th International Conference on Education and New Learning Technologies
JA - EDULEARN15 Proceedings
SP - 5299
EP - 5304
ER -
M. Ruzicka, L. Sebkova, E. Urbanovska, K. Vitásková (2015) STORYTELLING AS A METHOD OF DEVELOPMENT FOR PRESCHOOL CHILDREN IN KINDERGARTEN, EDULEARN15 Proceedings, pp. 5299-5304.
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