Kidsfirst Kindergartens Bush Street Centre of Innovation - 2006-08

Chapter 2  Story in Early Childhood Education

2.1 Introduction

Everyone in early childhood education is aware of how deeply embedded story is in our culture and how important it is for our learning. Through story we create our identities and develop our relationships.  In this project we have found that existing writing resonates with our ideas.  Engel (1995) for example, points out how our experiences are linked through both memory and imagination and reminds us that we come to see ourselves through the stories we tell.

Children become more competent and powerful by “reflecting on experience and communicating with others” (Engel, 1995, p. 207).

Vivian Gussin Paley’s writing has helped us to see and explore our own use of story to understand the relevance of personal stories. We have chosen to buy In Mrs Tully’s Room (2001) because the words resonate with what we do. For example, when she writes that “community is seen and felt when memory and fantasy weave us into a common story” (p. 23) we think of how deeply we are embedded in our community and how we use story to weave our past into our future through our action in the present. When she writes “a parent knows his child” we know that our work enables parents to become involved in ways that help them and us to learn from each other. We share the belief that story can forge connections between people and places and develop strong relationships.

This chapter explores how we use story in early childhood education, how we read stories and how we create our own stories. We discuss the environment we create for our stories and conclude with the place of personal stories and their significance for affective learning.

2.2 Story

Using story to teach, to learn, to amuse and to delight is not a new phenomenon. Story has recorded and retold people’s realities and fantasies and brought people into common knowledge and understanding for a long time, throughout the world. Story is a means for cultural ideologies to be transmitted from one generation to another.

In July 2007, we asked teachers at a workshop to share their common storytelling practices. These included reading books, making books of children’s experiences, using drama and music, using puppets, telling story through art and using learning stories as a narrative assessment tool in recording children’s learning.

Brown (2001) used persona dolls to work with children in ways to combat discrimination. Soft toys and dolls can speak in ways that connect to the lives of children and families. “The dolls become real to them because their lives and experiences reflect those of the children … The dolls we select, how we present them and the stories we create can positively influence children’s identity formation (Brown 2001, p. 13). Kay recognises that even before she used the central character concept she “was using knitted dolls because she did not have puppets” and she developed characters around them in a similar way to that of Brown.  

2.3 Stories found in society and culture

Story shapes society, culture, family and individual identity and allows understandings and meanings to be passed on from generation to generation.  

As society is involved less in making things, and more in consumption, there is a busyness in life that does not easily include quiet times together sharing of oneself and listening to the stories and life experiences of those around you. Many of today’s young families are not spending enough time together to share their stories and consequently co-construct their histories.

Stories shared together about everyday life experiences elicit questions and discussion. Tales and stories from the past can have important messages for us all. They can highlight how values have changed. The tension which arises from this awareness and consequent discussion can lead to more insightful thinking. Serious and important mythologies can be discussed in non-confrontational ways. Tempting young children from a young age to listen to and tell stories is a fundamental way to involve children in teaching and learning.

The stories we hear portrayed through television, radio, newspapers and the internet all help shape our perceptions of our selves and of others. Through these stories we develop views of people, places and things that we may have had no personal contact with. The media does not does necessarily portray a range of perspectives, nor stories which may be less sensational. Personal stories, by contrast, help to develop genuine connection and understanding.

2.4 Stories found in books

Much of our research has been on stories created and shared in the kindergarten. We know that books are widely used in families and other places to foster reading and learning. We also use books in this way. More importantly, we use books to build relationships.

Storytelling is not an isolating experience. Picture a child cuddling up to an adult as they share a book. The author and reader may never meet but through the pages of that story they have a shared experience. Watch the joy on children’s faces as they recognise an experience in the story being told as similar to one of their own. Reading a story is sharing time with people, even when you read alone: the author and the characters are with you while you read.

We select the books that reflect on our values when we buy for our centre: the books might play with language, be New Zealand oriented, introduce new material, extend the child’s world, and/or be used for reference. We also have books which we may not have chosen ourselves but we treasure them because of our relationship with the gift-givers.

We don’t necessarily read the books verbatim – sometimes we use the pictures as a starting point for conversations. For example, a book about New Zealand can lead us into discussion of our environment.

Books can be used within central character story to complement the personal stories of the moment. For example a character could use a reference book or share a favourite book from home.  

Some people bring books to our centre that we would not have chosen to buy. When these books come to our centre we talk with the child about the way in which the book is shared at home: it could be that it is read each night, it could be a book that was precious for a parent, it could be the pictures they like, or a prize they won at Sunday school. Our strategy is to value the story that surrounds the book rather than its content.

2.5 Creating an environment for stories

Story permeates our programme at Bush Street and the teaching strategies we use to support children’s learning in both morning and afternoon sessions. Before the central character story concept is introduced in the morning sessions for older children, children, parents and teachers have been used to sharing their stories through photos, special items and general news in the afternoons. The children’s profile books provide a place to document stories from home and kindergarten as we begin the important process of building relationships and making connections.

As part of our research we have developed five brief models in the form of “one-pagers” that summarise our teaching through the use of central character story. These five models also act as a summary of our research when we work with groups of teachers. They are: Environment Holding History (p. 8); Web of Values (p. 9 ); Common Threads of Learning (p. 10 ); Wall of Strategies (p. 43 ); Ripples of Involvement (p. 47 ). These models evolved over time. The first three are discussed in this chapter and the others in chapter 4.

Environment Holding History: linking the physical, social and historical

We have objects in our physical environment which provide connections to people, places and things. Insert 2.1 shows photographs of the outside and inside spaces at Bush Street with notes to illustrate when and how various items came to be. The environment yields stories of those who have passed through it. Many of the things within the physical environment have a story to tell, a memory to share. These are things that can be touched, and interacted with: there are stories as to why these things are here in the first place and these tales can be recalled by teachers and others who hold memories of them. Through these stories children are being exposed to a wide range of ideas and ways of thinking. These things help us to remember the past, acknowledge the present and plan for the future.

We hope to engage children with caring for, knowing about and loving the environment. Environmental discussions move from being warm and fuzzy to addressing real issues, such as vandalism and graffiti, and disrespect for things not our own. The importance of valuing and looking after our environment is a continuous thread that runs through central character stories in various guises.

Insert 2.1 Environment Holding History (Term 3, 2008)

Example: Profile books celebrate learning at kindergarten

Toni was leaving kindergarten; she was starting school on Monday. In the office lay three recently-unwrapped gifts. They were the teachers’ portraits in oil – each had some common text added, but each was painted in a different and appropriate colour and design that captured a key quality of each individual. The teacher’s portrait was always central.

I was moved by the gifts and the thought that had gone into each painting. I happened to turn one over and there, in the mother’s hand-writing, was a message of thanks to the teacher for creating a wonderful start to Toni’s education. It captured what Bush Street teachers do – giving education and firing a love of learning.

Story is a key feature of Bush Street COI. The teachers don’t always notice now how central story is in their pedagogy. The ‘exit’ mat-time for Toni involved celebrating her learning stories – with Kay and Toni publicly leafing through her profile book recalling learning sequences. Toni picked out her favourite things, scampered over to her mother and aunt for a reminder about a place depicted on one page, and invited other children to add memories. (Anne Meade, 14 March 2008)

Example: Involving visitors in a central story programme

Elaine is an adult visitor to the kindergarten. Children need to see adults role modelling inclusion and welcoming newcomers. It was noticed that Elaine had worn a pounamu necklace in previous visits. Kay knew the story of Poutini, a taniwha who is the guardian of pounamu. Maybe the central character could find some greenstone on a trip to the beach which could be a link to a friend (Elaine) who has a special necklace made from pounamu. Elaine could then be invited to tell her story. A child’s story of the beach, a special story about taniwha and Elaine’s story could be connected.

As it turned out, Elaine was wearing a crocheted shawl on her next visit and through a central character concern about knitting, making things and keeping warm in the cold, a crocheted shawl became part of the story, and the original plan was abandoned.