6,207 research outputs found
The Place of Storytelling Research in English Language Teaching: The State of the Art
Storytelling techniques serve as dynamic tools for enhancing language skills, encompassing both receptive (listening, reading) and productive (speaking, writing) proficiencies. In contrast to their non-narrative counterparts, these techniques offer a more potent array of teaching methodologies. This study aims to elucidate the current landscape of research concerning the efficacy of storytelling techniques. Initially, the investigation delves into the cognitive processing of narratives. Stories engage language processing centers, invigorate the visual cortex, evoke emotive responses, and facilitate comprehension of intricate information. Subsequently, the study explores linguistic processing theory and embodied cognition theory. Through an exhaustive literature review, this research applies a rigorous evidence synthesis method to assess selected studies, culminating in the amalgamation of findings when comparability permits. The study unveils that storytelling techniques foster reading and listening comprehension, bolster speaking and writing skills, and kindle creativity and imagination. Moreover, enhancements span vocabulary, grammar, and syntax. Nonetheless, while generally efficacious, the uniformity of effectiveness across diverse learners remains a nuanced aspect
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Creative, imaginative English-as-a-foreign-language using storytelling and drama
With a view to improve English teaching, this project provides creative teaching methods for English teachers of elementary schools in Taiwan. Storytelling, creative writing, and creative drama are interesting and lively activities that are used to motivate students to learn English
Boosting children's creativity through creative interactions with social robots
Creativity is an ability with psychological and developmental benefits. Creative levels are
dynamic and oscillate throughout life, with a first major decline occurring at the age of 7 years
old. However, creativity is an ability that can be nurtured if trained, with evidence suggesting an
increase in this ability with the use of validated creativity training. Yet, creativity training for
young children (aged between 6-9 years old) appears as scarce. Additionally, existing training
interventions resemble test-like formats and lack of playful dynamics that could engage children
in creative practices over time. This PhD project aimed at contributing to creativity stimulation
in children by proposing to use social robots as intervention tools, thus adding playful and
interactive dynamics to the training. Towards this goal, we conducted three studies in schools,
summer camps, and museums for children, that contributed to the design, fabrication, and
experimental testing of a robot whose purpose was to re-balance creative levels. Study 1 (n =
140) aimed at testing the effect of existing activities with robots in creativity and provided initial
evidence of the positive potential of robots for creativity training. Study 2 (n = 134) aimed at
including children as co-designers of the robot, ensuring the robot’s design meets children’s
needs and requirements. Study 3 (n = 130) investigated the effectiveness of this robot as a tool
for creativity training, showing the potential of robots as creativity intervention tools. In sum,
this PhD showed that robots can have a positive effect on boosting the creativity of children.
This places social robots as promising tools for psychological interventions.Criatividade é uma habilidade com benefÃcios no desenvolvimento saudável. Os nÃveis de
criatividade são dinâmicos e oscilam durante a vida, sendo que o primeiro maior declÃnio
acontece aos 7 anos de idade. No entanto, a criatividade é uma habilidade que pode ser nutrida se
treinada e evidências sugerem um aumento desta habilidade com o uso de programas validados
de criatividade. Ainda assim, os programas de criatividade para crianças pequenas (entre os 6-9
anos de idade) são escassos. Adicionalmente, estes programas adquirem o formato parecido ao
de testes, faltando-lhes dinâmicas de brincadeira e interatividade que poderão motivar as crianças
a envolverem-se em práticas criativas ao longo do tempo. O presente projeto de doutoramento
procurou contribuir para a estimulação da criatividade em crianças propondo usar robôs sociais
como ferramenta de intervenção, adicionando dinâmicas de brincadeira e interação ao treino.
Assim, conduzimos três estudos em escolas, campos de férias, e museus para crianças que
contribuÃram para o desenho, fabricação, e teste experimental de um robô cujo objetivo é ser uma
ferramenta que contribui para aumentar os nÃveis de criatividade. O Estudo 1 (n = 140) procurou
testar o efeito de atividade já existentes com robôs na criatividade e mostrou o potencial positivo
do uso de robôs para o treino criativo. O Estudo 2 (n = 134) incluiu crianças como co-designers
do robô, assegurando que o desenho do robô correspondeu às necessidades das crianças. O
Estudo 2 (n = 130) investigou a eficácia deste robô como ferramenta para a criatividade,
demonstrando o seu potencial para o treino da criatividade. Em suma, o presente doutoramento
mostrou que os robôs poderão ter um potencial criativo em atividades com crianças. Desta
forma, os robôs sociais poderão ser ferramentas promissoras em intervenções na psicologia
TOK: developing a tangible platform for storytelling
This paper describes a first study of a tangible interface, consisting of a platform and a set of picture cards that children can use to create stories. The handling of the picture cards has shown to be highly motivating and engaging, helping children to build a storyline creating logical relations among different characters and objects. The interface works like an experimental space where children can play with the language and simultaneously reflect over it, individually or in a collaborative process. We present the design of the first prototype and the data collected with two groups of five years old preschoolers and report our findings regarding the interaction design, as well as a reflection over future work.Fundação para a Ciência e a Tecnologia (FCT) - projeto PTDC/CPE-CED/110417/2009 "Developing the next Generation of Hybrid Learning Materials
Children’s Perspective on Digital Picure Book: A Brief Analysis
Early exposure to symbolic media, such as pictures, drawings, paintings, photos, and videos, is common in western countries. Modern picture books coexist with electronic storybooks and other digital literature, expanding the environment in which young children develop and learn. Since the advent of new technologies, recommendations for kids' use of these gadgets have been covered in numerous papers. Young children and adults can engage in social interaction through picture books, which creates a wonderful chance for learning and teaching. This paper makes an analysis on children’s digital story book reading behavior. Initially, the features (considered questions) are clustered using k means clustering model. In order to analyze the children’s digital story book reading behavior, the questions are made on different drivers such as (i) Characteristics of story book, (ii) Interaction level and (iii) Child learning ability level. The questions are analyzed based upon the responses obtained from 100 respondents with 46 males and 54 females. Here, the study is done using ANOVA, regression analysis along with MSE, correlation and variance computation. Based upon the clustering outputs, the regression analysis is made on correlation and covariance metrics
Exploring Inclusive Design and Digital Humanities: Enabling Bilingual Digital Narratives for Deaf Children
The collaboration between designers and digital humanists has indeed gained increasing significance in crafting effective projects, with design serving as a centralizing force in the realm of digital humanities by establishing interfaces for individuals to engage with technological resources. Therefore, design's methodological practices, encompassing various research and experiential facets, play a pivotal role in enhancing the usability and accessibility of digital resources within the social sphere. This study aims to expand the discourse on the characteristics and potential of the interplay between inclusive design and digital humanities practices, with a specific focus on the development of bilingual digital narratives (utilizing Brazilian Sign Language and Portuguese). The research adopts a collaborative, qualitative approach, encompassing processes of evaluation, validation, and enhancement. Digital visual narratives are presented as a facilitating tool for integrating LIBRAS and Portuguese, thereby aiding in language acquisition for deaf children. The article contributes to the discussion of the humanistic approach to design, emphasizing the values of empathy, ethics, and social responsibility in the creation of inclusive and accessible projects
Integrated Skill in English Language Learning: Examining Folklore-Implemented Teaching Toward EFL Students’ English Skill
This correlational study investigates the impact of folklore-implemented teaching on the integrated English language skills of English as a Foreign Language (EFL) students. Embracing a holistic approach to language learning, the study explores the interconnected development of listening, speaking, reading, and writing skills when exposed to the immersive context of folklore narratives. The study employs a correlational research design to analyze the associations between folklore-implemented teaching and the enhancement of various language skills. Utilizing qualitative and quantitative data collection methods, including questionnaire, observations, and literature study, the research seeks to discern patterns and correlations that elucidate the potential benefits of integrating folklore into the EFL curriculum. The findings contribute valuable insights into the effectiveness of folklore-based instruction in cultivating not only linguistic proficiency but also cultural awareness among EFL learners, where from data processing, sig 0.039 < 0.05 means reject Ho, thus it can be understood that there is a significant correlation or relationship between the folklore-implemented and student English skills in integrated learning. The results may inform instructional practices and curriculum design, providing a foundation for the integration of folklore as a pedagogical tool to enhance the integrated language skills of EFL students. Ultimately, the study contributes to the ongoing discourse on innovative and culturally relevant approaches to language education, aiming to advance the quality and efficacy of English language instruction for diverse learner populations
Technology Use in Early Childhood
This literature review examines the influence of technology on early childhood development. It uses scholarly journals and articles to show the benefits and risks of technology use and how it can be used to compliment growth, development, and learning of young children. It also examines how technology can impact the early childhood developmental domains of: (a) social emotional, (b) cognitive, (c) physical motor, (d) language and literacy, and (e) mathematics. The influence of technology use on teaching and the family are also addressed. Furthermore, this literature review includes implications for the future, continuing research, and recommendations from the American Academy of Pediatrics (AAP), The United States Department of Education (DoEd), and The National Association for the Education of Young Children (NAEYC) & The Fred Rogers Center for Early Learning and Children\u27s Media
Museum Pedagogy and Early Years Children: A Critique of Research, Policy and Practice
Museum Pedagogy and Early Years Children offers a critique of research, policy and practice on children’s status in museums, galleries and heritage sites. It is a critical synthesis of research and practice in the field of museum pedagogy for children that draws upon educational programmes and policy in the UK. It provides an overview of the development of museum education in the UK and the policy context within which museum pedagogy meets early childhood. The review of international research conducted over the past three decades identifies four main research strands of research that perceive children as ‘human becomings’, ‘meaning makers’, ‘active agents’ and most recently ‘the post human child’ within a spatial and material turn in research. This book advocates for a synergy between museum pedagogy and childhood studies, a critical reflection on the status of museum pedagogy within the professional terrain and the parameters that shape museum practices and argues for research that explores the museum experience as a holistic phenomenon
Impact of Digital Media on Social-Emotional Development in Early Childhood: A Case Study at TK Kartika XX-46 Kendari
This qualitative study explores digital media's impact on children's social-emotional development at TK Kartika XX-46 Kendari, particularly emphasizing its educational utility and influence on educators' motivation and teaching efficacy. Employing a multi-phase approach involving planning, implementation, and assessment, the research reveals that digital media positively affects children’s social-emotional growth, as evident through heightened enthusiasm and positive behaviors like empathy. The study also discovered an enhancement in educators' motivation and diversification in teaching methods. Initial limitations, such as low digital literacy among teachers and insufficient infrastructure, have been progressively mitigated through concerted efforts involving multiple stakeholders. In a broader context, these findings offer valuable implications for educational practices and public policy by laying the groundwork for future research to refine pedagogical strategies. The study's limitations include its restricted scope, which is confined to one educational institution. Future studies should investigate varied educational settings and examine the complex effects of different digital platforms on children's social-emotional development
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