Storytelling in Schools
Establishing an Affective School Environment To Enhance Character Development in Pre K-3rd Grade Students Using Storytelling Techniques
by Karol L. Yeatts
Ed.D. Practicum, Nova Southeastern University, 1990
Keywords: pre-elementary, elementary education, character development, classroom behavior, teacher education
During an 8-month period, a primary school teacher designed and implemented a practicum study intended to socialize children in prekindergarten through 3rd-grade classes to be cooperative, responsible, and achieving individuals. Primary goals of the practicum were to develop a nurturing affective environment, enhance character development, decrease behavioral problems, and enhance home and school relations.
A literature review provided: (1) evidence of the importance of an affective environment for the enhancement of character development; and (2) suggestions for establishment of such an environment.
The effort to establish a positive, nurturing affective environment involved getting support from school administration and the Parent Teacher Association, writing a proposal for an education grant to purchase education materials, arranging teacher in-service and peer-teacher support activities, and providing teachers with suggestions, activities, and support.
Practicum evaluation data indicated effectiveness in improving character development and decreasing behavior problems. An emphasis on story writing and storytelling resulted in over 600 works by students. Questionnaires and other measures, instructional materials, and additional materials used in the practicum are appended. (77 pages)
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