Enhancing language, literacy and classroom culture

What is it about?

Over the past two decades, a remarkable body of research by child psychologists, educationalists, and applied linguists has established the developmental importance of imaginary and storytelling play during early childhood. This volume, highlights the significance of children’s own stories, their dramatization and dictation in the early years in the classroom. This book provides empirical records that story acting and storytelling, a pedagogic method presented by Vivian Gussin Paley (1990), provides sufficient opportunities to foster process of learning within a language rich and play-based curriculum. Imaginary and narrative play are extensively recognized as precious plans for the improvement of literacy and spoken language within elementary classroom.

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Why is it important?

In the opening chapter, Flewitt and Cremin set the context for the book and present the review of the literature with regard to the role of narrative for the young learners. In this chapter, the authors identifying the commonness of narrative and its effectiveness as a tool for thinking and demonstrate that through imaginary play and storytelling, the young children attempt to make sense and understand their world.

Perspectives