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Download full textGosen, Myrte N. – Novitas-ROYAL (Research on Youth and Language), 2015
This paper is centered around 106 tellings of personal experiences during shared readings of picture books in kindergarten classrooms. It is shown that teachers orient to different interactional storytelling competences of their pupils. Teachers are found to contribute to pupils' tellings by inviting them, by showing recipiency, by asking…
Descriptors: Teacher Student Relationship, Preschool Teachers, Kindergarten, Story Telling
Direct linkTen Brug, Annet; Munde, Vera S.; van der Putten, Annette A.J.; Vlaskamp, Carla – European Journal of Special Needs Education, 2015
Introduction: Multi-sensory storytelling (MSST) is a storytelling method designed for individuals with profound intellectual and multiple disabilities (PIMD). It is essential that listeners be alert during MSST, so that they become familiar with their personalised stories. Repetition and the presentation of stimuli are likely to affect the…
Descriptors: Severe Intellectual Disability, Multiple Disabilities, Attention, Teaching Methods
van den Heuvel-Panhuizen, Marja; van den Boogaard, Sylvia; Doig, Brian – Australasian Journal of Early Childhood, 2009
In this article we describe our experiences using picture books to provide young children (five- to six-year-olds) with a learning environment where they can explore and extend preliminary notions of mathematics-related concepts, without being taught these concepts explicitly. We gained these experiences in the PICO-ma project, which aimed to…
Descriptors: Mathematics Education, Picture Books, Young Children, Mathematical Concepts
