3. of what possible value is a teacher’s therapeutic storytelling in
3. of what possible value is a teacher’s therapeutic storytelling in
SubjectEducationTopicassignmentTypeEssayLevelHigh SchoolStyleAPASources5LanguageEnglish(U.S.)Description
(Caution: Children should not feel “tested” in any way, as you try the following activity).1.Select two same-aged children. Read a book, saying, “I will read this to you and then ask you to tell me about the story. Would you like to try to do that?” Work with the children separately after the story is read aloud. Place the book out of sight. Have your outline ready so that you can check off items children might remember from the story. Also record any of the children’s insightful comments not on your outline..
(Note: Information gathered on any child is confidential. Use child A and B in any discussion or notes you take.)
Conclusions:
(a) Discuss the differences in children’s story comprehension and memory.(b) Which child was able to remember more details, or was it about the same?(c) Was it a learning experience for you? State why or why not.(d) Did you learn more about individual children?(e) Would you like to do this again with younger or older children?(f) Is it a good idea to give the “test” children time with the picture book if they so choose after you complete the exercise?
2. Go to a yard sale, outgrown shop, or flea market and make a list of five items one could use as a prop for story time.
3. Of what possible value is a teacher’s therapeutic storytelling in today’s classrooms?
4. Write a one paragraph answer to that question and then create a one page short story for a child who is terribly afraid of bugs in the play yard.
SpacingDoublePages2Additional servicesAdded2018-11-29 22:15Delivery2018-12-01 19:51
—
3. of what possible value is a teacher’s therapeutic storytelling in
SubjectEducationTopicassignmentTypeEssayLevelHigh SchoolStyleAPASources5LanguageEnglish(U.S.)Description
(Caution: Children should not feel “tested” in any way, as you try the following activity).1.Select two same-aged children. Read a book, saying, “I will read this to you and then ask you to tell me about the story. Would you like to try to do that?” Work with the children separately after the story is read aloud. Place the book out of sight. Have your outline ready so that you can check off items children might remember from the story. Also record any of the children’s insightful comments not on your outline..
(Note: Information gathered on any child is confidential. Use child A and B in any discussion or notes you take.)
Conclusions:
(a) Discuss the differences in children’s story comprehension and memory.(b) Which child was able to remember more details, or was it about the same?(c) Was it a learning experience for you? State why or why not.(d) Did you learn more about individual children?(e) Would you like to do this again with younger or older children?(f) Is it a good idea to give the “test” children time with the picture book if they so choose after you complete the exercise?
2. Go to a yard sale, outgrown shop, or flea market and make a list of five items one could use as a prop for story time.
3. Of what possible value is a teacher’s therapeutic storytelling in today’s classrooms?
4. Write a one paragraph answer to that question and then create a one page short story for a child who is terribly afraid of bugs in the play yard.
SpacingDoublePages2Additional servicesAdded2018-11-29 22:15Delivery2018-12-01 19:51
—