Describe about Comparison between two methods of storytelling for children, through the voices of students in kindergarten.
An article by the United Nations Children’s Fund has highlighted on the broad topic that every child has the right to be heard (Unicef.org 2016). It has stated the importance of listening to children. Through listening, a child can develop perfect decision-making skills, knows the ways to protect himself, increases the tolerance capacity and strengthens accountability. There are legal rights that are designed for the children, which they can avail through their parents or mentor whenever they suffer from any anxiety (Education.seattlepi.com 2016). Voices of children are important and defying of it can lead to severe consequences in the learning process. Numerous literatures have come out on this subject and have received critical reviews from different segments of the society (Phadung, Howland, Suksakulchai and Kaewprapan 2013). In this research paper, the voices of the kindergarten students has been analyzed on the basis of their responses whether they prefer story telling through a teacher or story telling through videos. The project is aimed to hear the voices of the participants and know their preferences. In this way, the learning process needs to be conducted. The solutions provided will help in overcoming the hurdles that are faced by the students.
Defying student voices
Every individual has the right to express his or her opinion in the society. The right to present the opinion or express the individualistic ideas is termed as the voice (Harris 2012). While dealing with the serious matters, at times, the opinion of the children are ignored. Every child has a thought to express ideas and opine about certain situations and that right can be termed as the student’s voice (Hyland and Guinda 2012). Though, there are many examinations and paradigm that test the ability of teacher and judge the curriculum of a school, yet the voice of the students are the best way to know whether the school is working in the right directions (Ohlsson, Andersson, Södersten, Simberg, and Barregård 2012).
History has witnessed that students used to take the help of strikes, student-led political parties to share their opinion (Castelló, Iñesta, Pardo, Liesa and Martínez-Fernández 2012). however, the voice of the students were not considered formal and authentic and at times got overlooked due to the brightness of other formal way of presenting the thought s and voices. Due to the emergence of the modern form of teaching, the voice of the students has taken an important role as far as the teaching is concerned (Shagoury and Power 2012). At times, the students were being asked by the authorities to lodge their complaints to formal committees or take part in the activities of certain committees so that their voice can be heard (Geer and Sweeney 2012). However, the modern teaching systems are not only taking the vice of the students seriously, they are also taking the voice of the children seriously to make the situation better in the institutions.
At times, the authorities of an institution ignore the voice of the students (Blair and Valdez Noel 2014). However, if the authorities take time out to listen to the students, it might happen that the authorities might be benefited by listening to the voice of the students.
Better management
The authorities will know the problems of the students and might change the working process of the management staffs to work for the betterment of the students (Kirby and Crovitz 2012). The management can change the rules that will help the students to study properly and eventually there will less collision in the institutions
Updated
The students are always updated with the latest and the changes in the society (Moiinvaziri 2014). Once the authorities will listen to the students, they will be update with the changes in the society. Once the authorities will incorporate the changes in the educational system, chances are high that they will perform better than the organizations (Adler, Hirsch and Mordaunt 2012).
Contribute in the revenue of the organization
Once the students will be happy studying in an organization, the performance of the students will also be high. The good result of the students will act as PR for the institutions and which will help the organizations to stay ahead in the competition with the other institutions (Bowers 2012). Eventually, it will help the institution to garner more students, which will help the organizations more revenue from the market (Healey 2014).
The educational institutions are made fir the students and also made by the students. The students are responsible in making as well as breaking the institution. Thus, the opinion of the students will also help the institutions to perform well (Toshalis and Nakkula 2012). The students’ voice is important for various reasons, some of the reasons are:
The voices of the students decide the form of learning that will take place in the institutions. The students might not feel comfortable with the present learning and teaching systems (Huang, Liang, Su and Chen 2012). The students’ voice will help the institutions to know about the proper learning system in the institutions and eventually help the institution to implement proper learning and the teaching system in the institutions (Cook-Sather, Bovill and Felten 2014).
The most challenging part of listening to the students’ voice is that the ever-growing demand of the students (Mitra 2014). As far as the junior students are concerned, their demands will be limited to the classroom and the way of learning that they prefer (Poincaré 2012). However if the authorities start listening to every demand of the students at the university level, chance are high that there that the demands will keep on rising (Åhlander, Rydell and Löfqvist 2012). The authorities should take proper step to decide which demand should be fulfilled by the authorities of an institution and which demand should be put to rest (Altbach, Arnold and King 2014).
Other challenge that the authorities might face while knowing the voice of the students is the involvement of the parents (Garn and Jolly 2013). The researcher might want to know out the thought process of the children of the elementary school. The experience of the children is more valuable to the researcher rather than the perspectives of the parents (Simpson 2013). However, to call the students for the session, the researcher might also have to call the parents in the session (Grebennikov and Shah 2013). The parent might feel interested in the session and start giving their views. At times, the perspectives of the parents affect the answers of the students (Hastie, Rudisill and Wadsworth 2013). They might follow the footstep of the parents to present their views to the teachers or the researcher. In such a situation, the researcher asks for the perspectives of the parents but after the session with the children is over (Gentile 2013). The parents will not be allowed to be present with the children in the same room when the session is going on so that the perspectives of the parents do not affects the responses of the children (Cerezo, McWhirter, Peña, Valdez and Bustos 2013).
The project will be carried out to evaluate the students’ voice regarding the methods of teaching at the kindergarten level. There are two types of storytelling methods that were introduced to the children. One type of storytelling was in the firm of videos, the entire story was being told with the use of audio and visuals. One the other hand, another type of video was in the form of storytelling by a teacher. Eight students were asked to tell their opinion on which types of storytelling method they will prefer for their curriculum. The researcher also wanted to evaluate which type of storytelling method that will be able to motivate the children. Most of the children supported the storytelling method by the teachers. They were or inclined towards the teacher because they like the explanation by the teacher and could ask questions whenever they want to. The teacher would repeat any part that they might have missed out. On the other hand, the audio-visual plainly played the story. It was true that the children was able to see videos along with the story but they could keep pace with the movie as there was no one to clarify any part or language that they might have missed out in the process. The project will not only help the researcher to know the method of teaching that is welcomed by the children it will helpful for the Saudi school as well. The outcome of the research can be used by other researchers in their projects and can be taken into consideration by other schools. It is expected that the voice of the kindergarten students will help the school authorities to launch new type of education system that will not only help the students to grow but will also help the school authorities to develop a bright future for the students
Research Design
The researcher will carry out a qualitative research design to complete the task (Schunk, Meece and Pintrich 2012). The researcher has taken into consideration a small number of students. The numbers of participants are just eight and they will be asked about the preferred method of learning and studying. Out of the two story-telling methods, that are, a teacher telling a story and a video that is playing the story, the student were asked about the preferred form of telling the story (Easterby-Smith, Thorpe and Jackson 2012). Along with telling the form of story, the students will be asked to give descriptive answers regarding the reason behind choosing the preferred method of telling the story. The researcher will then evaluate the answers of the students to decide the preferred form of telling stories to the students (Beavers, Lounsbury, Richards, Huck, Skolits and Esquivel 2013). The researcher will also get an idea about the proper method of teaching the students the normal lessons in the class. Moreover, based on the responses that are being given by students, the researcher will carry out a qualitative approach to describe the variation in the responses as given by the students (Briggs, Morrison and Coleman 2012). Thus, it can be seen that the entre research will be descriptive and it is expected that it will help the teachers to understand the important factors that will be helpful in carrying out a research work (Seidman 2013).
Research method
The researcher has implemented a qualitative research design to carry out the task in the school. The feedback of the students in both the form of dislikes and likes and descriptive form will be evaluated in the qualitative manner by the researcher (McDermott and Varenne 2012). The students will be asked to give their feedback in the form of post-it notes and group discussion. The student can write about their likes, dislikes in the post-it notes, and stick it against each question that will be asked to the students. The students were given a chance to discuss the results with the students and then give the answer (Leithwood and Hallinger 2012). However, for the researcher, the individual responses offered by the researcher.
The group discussion will be given special attention on the fifth day of the researcher when the research will ask about the method that will preferred in the curriculum and the method that will help them in motivation (Oluwatayo 2012). Out of the eights students, it is expected that some of the students might give different answers from the rest of the groups. The researcher will evaluate the answers that would not match with the rest of the group and in the group discussion; the different answers will be evaluated thoroughly (Ary, Jacobs, Sorensen and Walker 2013). If the situation supports, the research might take the feedback of the parents to know which method they think will be suitable for the child. However, the second part will be completely informal, but will be helpful for the researcher to know whether the outcome of the researcher will be helpful for future use (Hammersley and Traianou 2012).
The researcher has taken a four-day stretch for the research to test the memory of the children. In the first day, every student would have been able to retain the memory of both method have been shown to them (Tesch 2013). After listening to four different stories for four days and still able to recall the story due to the form of the method will give a clear idea to the researcher regarding the best method that will be suited for the students. However, there is setback for the process (Wellington 2015). The research will be based in the memory of the students. It might happen that a student is not able to recall because of poor memory (Kratochwill 2013). The individual memory of the students might pose a threat to the researcher. The student might like one type of method but due the poor memory, he or she is not able to recall the preferred method (Cohen, Manion and Morrison 2013).
Participants
To carry out the research work, the researcher will invite the eight students who belong in the kindergarten section of the Saudi school located in Hull. Out of the eight participants, there will four girls and four boys. None of the children suffers from any kind of mental or physical illness. The researcher made it sure that the parents assure that they are not forcing the children to take part in the research work (Green, Camilli and Elmore 2012). It was made sure by the researcher that all the students understand speak Arabic as well as English. The questionnaire will be in the English language. However to communicate and interact with the children, the researcher will use Arabic language as it will easier for the students to understand the process well (Gardner and Gardner 2012).
The researcher took care that the ethics are maintained while carrying out the research work. To start with, the researcher took permission for the principal of Saudi school in Hull. As the researcher has to carry out the research in five different days, hence the school premises need to be in the access of the researcher (Tuckman and Harper 2012). As the children are under 16 years of age, hence, the parents were asked to accompany them. Thus, the researcher needs five Sundays to complete the research. The researcher assured none of the school property will be mishandled and in any case, of accident and damage, the researcher will compensate for the same. None of the children was forced to take part in the research work. The parents were sent consent from where they have to say that whether they are allowing their children to take part in the research work (Cooley and Bickel 2012). Once the parents have sent their consent, the researcher started the work. The researcher carried out the task in a proper environment and no external force was out in the children to give certain answers (Alderson and Morrow 2011). If any of the child was finding it difficult to understand the language of the teacher, the researcher to special care that the child get proper idea about the questions. To carry out the research in an authentic manner, the researcher recorded the qualitative data that was in the firm of the answer of the students. The researcher assured that the recorded file would not be used for unethical purposes and will be used solely for research process (Allan and Slee 2008). The researcher further assured that the students would not be harmed nor they will be subjected to any situation that will put a threat in the safety or security of the students.
Data collection
The research was carried in the Saudi school in hull and the research took five days to complete. Out of the four days, in the first two days there will be two stories being told to the students by the teachers (Creswell 2013). In the next two days, the stories will be told to the students in the form of audio-visual format. After the completion of the fourth day, on the fifth day the students will be called to tell their feedback regarding the sessions and feel free to answer regarding their likes and dislikes. The initial responses will tell which type of teaching methods the students will like in future (Cooley and Bickel 2012).
The students were asked about their feedback regarding the type of teaching method the students will like to be included in the curriculum. Depending upon the responses of the students, the researcher will reach a conclusion regarding the best way to teach the students (Anderson and Shattuck 2012).
The final criteria of colleting the data are checking the motivation of the students. The students might feel motivated or demotivated by the ways the stories are being told to the students. The researcher will evaluate whether the students are getting motivated or demotivated by the way of telling the stories (Creswell 2012).
Thus, the researcher will determine the three criteria to evaluate the teaching methods and will help the teachers to understand the correct form of teaching the students. There will be mixed responses from the part of the students. The ratios of negative and positive answers might vary but he researcher will try to understand the reason behind the variations in the answers form the part of the student (Norris, Sawyer and Lund 2012). It is expected that the research along with the voice of the students will be helpful for the principal and the teachers of the Saudi school in Hull in changing the process of education among the students (Maxwell 2012).
The idea and the theme have been verified from the responses collected from the eight students from the kindergarten students. The responses have been collected through tape transcripts and Post it notes. The contents are analyzed and summarized in a report. There is a need for undertaking a proper research so that the text responses can be analyzed properly (Cooper, 2015). There are three types of approaches associated with the content analysis. These are directed, conventional and summative approach. These approaches help in the interpretation of the text content. The differences in the approaches are mainly of coding scheme, coding origin and derived from text data. In this case, the responses are gathered from the students regarding the story telling through a teacher and video. The summative approach of content analysis is undertaken, which would involve comparison and counting of the content or the keywords. This is followed by the interpretation of the meaning of the texts. The data analysis is done for a certain group of eight children from the kindergarten class in a school in Libya. The grouping method is highly advantageous as this helps in identifying the patterns, similarity and the problems at a glance (Nacher, Jaen, Navarro, Catalaand and González 2015). The questions asked for this purpose is that whether they like story telling through a teacher or story telling through video so that the process of education helps in modifying the skills. The results are derived from the Post it notes and tape transcripts during the process of research.
Findings:
In this research, the eight participants from the kindergarten students are chosen where they are told stories through teacher for two days while on another two days the video is shown for storytelling. The themes that are chosen for this research is curriculum, methods of teaching and motivation.
The following are the responses received regarding their like and dislikes for the method of storytelling.
Curriculum:
When the Kindergarten students are asked about their responses after they heard two forms story telling they responded that the teaching through teacher is considered as more effective than watching a video. The responses received is that this will help in learning process more fun , increase in the imagination power, clarification on the topic would also increase.
The responses are as follows:
Increase imagination power – 2 students
Clarification of the topic- 2 students
Creates a fun learning process- 4 Students
Teaching Methods:
After the story telling is done through the two types of methods, the responses are gathered for the types of teaching method that is preferred by the students. The children are seen to provide responses that prefer more stories told by the teacher and through the medium of videos
Story telling through a teacher – 6 students
Story telling through videos- 2 students
Motivation:
When the eight participants are asked about the effect of the story telling of the two types of method. The researcher received two types of responses:
Motivated through story telling by a teacher- 5 students
Demotivated through story telling by a teacher- None
Motivated through story telling through video-2 students
Demotivated through story telling by video-1 student
The story telling through the teacher received various responses from the students. The following are the responses received:
Do you like the stories?
Response: Every child like the way the story in put by the teacher.
What are the things that you prefer?
Response: It helped in mentioning the details with some imagination
Is there any type of similar situation that you have faced?
Response: They can relate some similar situations to the stories.
Has the story telling modified their behavior?
Response: They responded that it has help in changing their behavior
Do you remember the title of the story?
Response: They remember the title of both the stories.
Do you like to hear it once again?
Response: They prefer to hear it once again.
What are the important aspects you have learnt from the stories?
Response: They have understood the important theme of the stories.
The following are the responses, which have been received from the students when they are asked about their responses after showing them stories through videos:
Do you like the stories?
Response: Not every students like the stories
Do you have any question related to the story shown?
Response: There are no questions asked by the students regarding the story that is shown to them.
Do you have questions related to the story that is shown to you?
Response: Some questions were asked during the course of the video while some at the end of the story
Did it affect the behaviour patterns?
Response: There was modification in the behavioural patterns of some children
Do you like to hear it again?
Response: There are some of the students does not like the story
Do you remember the title of the story?
Response: They cannot remember the title of the story
What are the important aspects you have learnt from the stories?
Response: They did not find anything relevant from videos shown to them
Solutions:
After gathering the responses of the students when they had undertaken the two forms of storytelling it was quite evident that the students they preferred to listen stories from their teacher rather than through the videos. The importance of video story telling must not be excluded all together as this is also essential for learning process (Cooper, 2015). When the teacher with the help of the video tells story the imagination power of the student will be enlarged. The videos will then help in making the learning process much easier. The constant guidance by the teacher is required as she can help them understand the things that are right and wrong for the candidate. When the candidates are shown the videos only, then they can interpret the situations in a different way, which might not be right for the educational process. The significance of story through the video must be comprehended through the teacher. The videos will help the candidates to relate to the real life situations. The story telling by the teacher needs a little modification from time to time so that boredom does not set in the minds of the student. The teacher can use charts and draw sketches to make the story more interesting (Christensen 2014). The method of teaching must be changed there should use both the videos and teacher as the explanation can be better stated by her as she can study the psychology of the students and make them understand in a lucid manner.
Discussion:
Some factors have been seen to be quite evident from the responses that were received by the students of kindergarten. The students are seen to understand better from the teacher rather than from the videos that were shown to them. There is a gap in their understanding process between the two. Understanding through a teacher will help in reducing the gap of the two processes story telling (Papadimitriou et al. 2013). The teacher will make the student understand the story through videos and try to provide real life examples so that the candidates can easily comprehend. There are researchers like Papadimitriou, Kapaniaris, Zisiadis and Kalogirou (2013) who all conducted researches about the teaching methods of the students for kindergarten and it was seen that children minds are at their development stage and through the videos they are seen to understand the things the way they desire. This is the time when there is a need for proper mentoring. Cuticelli, Coyne, Ware, Oldham and Rattan (2014) have also found that there are children who are not able to associate the movies with the real world phenomenon. All the participants have highlighted the fact that their curriculum should be changed and the method of storytelling through teacher should be used. When a video is shown to the children may be abstract and might be difficult to comprehend. Since the minds of the children are not developed, so they do not have the brainpower to analyze what is important in the videos that are shown to them (Christensen, 2014). This is the reason why most of the children had negative responses. This results in more complexity of the situation. In order to overcome the difficulty of using video in the curriculum, it was suggested by Layne and Lipponen (2014) that the teacher should see that the videos that are shown to students should be suited for the kindergarten children and the strategies that are adopted by the teacher needs to be molded as per the student’s requirement. He also suggested that the boredom is the critical reason why there is low understanding of video related stories. The students do not find the interest in such videos, as there is no one to guide them. Another thing that he pointed out in the nature of the curriculum is that the children were not given the choice to give feedback on the lessons they have learnt from the two types of storytelling and tend to learn whatever was taught to them. The method of memorization was quite prevalent among the students (Jug and Vilar 2015). It was accepted by almost all the participants that learning through the teacher will help to modify their behavioral characteristics and can make them better person altogether.
The other important aspects that is highlighted by the students are that the responsibility of the teacher to make the process of method of storytelling much more creative. The process of thinking of the child and understanding his psychology is dependent in the manner the teacher is teaching the candidates. The authors Sams and Bergmann (2013) highlighted that the teacher to make the story telling interesting needs to use different types of teaching strategies , material and manipulations so that more students get engaged. The teacher needs to know that the capacity of the children to learn is not the same for all. Sasser, Bierman and Heinrichs (2015) supported the argument by saying that the education process can be made interesting when the teacher works hard for constructing the strategies so that the student’s live can be turned more meaningful. The belief and the thoughts of the students will change and will help the in developing a better attitude toward the way of learning from the stories. There is a need for creativeness within the attitude of the teacher (Kara, Aydin, and Cagiltay 2014). She must make the students motivated and try to organize dramas where the student can enact the lessons they have learnt from the stories that is said to them. The teacher plays an important regards to the achievement by the teacher. It was also emphasised by Hong, Tsai, Ho, Hwang and Wu (2013) that the attitude of the teacher is the important aspect in improving the behavior of the children towards storytelling and making the learning process interesting.
Another crucial factor that is needed while storytelling by the teacher is that of motivation. The teacher must see that while she tells the story to the candidates they do not lose track of the story said to them. The stories that are said to them must have some morals associated with it. The participants will be motivated through the morals they hear from the stories (Kara, Aydin, and Cagiltay 2014). The motivation can be formed among the children by asking them about the situations they have come across in real life. Motivation can be instilled among the candidates through the process of effective learning. The researcher Fridin (2014) has conducted a research on the importance of motivation among the students of kindergarten. The motivated students are seen to come out with brilliant results while the demotivated students come out with poor results. The motivation of the students is seen to improve when there is certain usage of technology and interactive tools in the method of storytelling. The methods of storytelling through videos are not always effective rather it can make the children happier and create a more eagerness among the candidate about the whole learning process. The emotions of the students also needs to be considered when the type of storytelling taken up.
Conclusion
From the overall analysis, it is quite evident that the voice of children helps them to learn effectively and communicate with people around them. The children will be more comfortable when they receive warmth and affection from his teacher. This will withdraw the shyness in the child and he will to able to engage in-group activities with the other children. The teacher must understand that each child is different from the other and so must see that are best suited for the child. Too much of warmth and affection can also turn out to be critical as would in turn produce poor behavior. There are numerous decisions making that needs to be done by kindergarteners. The reason for this is that it helps the student to internalize the skills found in the mission statement in class and skills, which are not required in class but is required during the time of the interaction with persons. Progressive education system is very important, as this will help in studying the entirety of the child and his relationship with the community. The responses or the voices received by a child helps them to gather the confidence and the way it can affect his environment. If voices are not heard from the children, there can be a serious issue. This might lead to mental disorders like anxiety, depression and difficulties in relationship. Fostering voice is critical when a child is being raised. It has been termed that lack of voice leads is the other name for learned helplessness. The learning begins in the nascent stage of human being. When voice is raised by the child constantly and has little effect on the people around him then helplessness is engendered. The child can take up any type of drastic step in order to come of depression and anxiety. A small research in this essay has clearly shown from their responses that the story telling through a teacher is more preferred by the students than from the videos that were shown to them. The voices of the children have helped us learn their choices or their likings. Unless the teacher get to know the responses of the children, it is also difficult to design a curriculum for them. After the entire responses was collected, the children felt they understood better from their teacher as she used many pictures and educational tools to make the process of learning better. When looking through the videos the children has also responded that, they could not understand every aspect of it. There were places they demanded for explanation but were not able to get any type of explanation, as there was no guide for helping them. Thus, we see that the voices of the children are an important factor when learning process is considered. Children are indispensible part of the learning process and catering to the priority of the children should be the top priority for the teacher.
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