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Early childhood educators' use of te...

Wikete Lee, Maureen A.

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Early childhood educators' use of teacher created stories to support the social and emotional development of preschool students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Early childhood educators' use of teacher created stories to support the social and emotional development of preschool students./
Author:	Wikete Lee, Maureen A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	148 p.
Notes:	Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
Contained By:	Dissertations Abstracts International77-02A.
Subject:	Educational sociology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3716269
ISBN:	9781321948547

Early childhood educators' use of teacher created stories to support the social and emotional development of preschool students.
Wikete Lee, Maureen A.

Early childhood educators' use of teacher created stories to support the social and emotional development of preschool students. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 148 p.

Source: Dissertations Abstracts International, Volume: 77-02, Section: A.

Thesis (Ph.D.)--Saint Louis University, 2015.

This item is not available from ProQuest Dissertations & Theses.

Purpose Although stories, particularly social stories, are the focus of a growing number of research studies, little is known about educators' use of teacher created stories to support students' social and emotional development. This study extended the research by investigating early childhood educators' perspectives and use of stories in inclusive preschool classrooms. The investigation addressed educators' rationales for use of stories and planning, implementation, and self-evaluation of the stories. Methods This qualitative study, conducted with a sample of three teachers from different inclusive preschool classrooms in three Midwestern suburban public school districts, utilized a grounded theory methodology. To develop a thick rich description of the research context and emergent themes, the study included interviews, observations, and document analysis. Analysis of data resulted in the identification of multiple themes later grouped into two overarching concepts: individualizing teaching practices and fostering connections. Triangulation strengthened the trustworthiness of the study and credibility of findings. Findings Findings described educators' varied uses of teacher created stories to individualize teaching practices and foster connections. Story planning was collaborative and based on informal observations. Teachers incorporated stories with additional teaching strategies, used stories as universal and individualized supports, and shared stories through storytelling, a classroom blog, and teacher created books. A discussion of the findings, situated within a sociocultural framework, included program influences, pedagogic influences, participants' evolving views of teacher created stories, and use of stories as a support for meaning-making. The introduction of a conceptual framework illustrated the relationships between overarching concepts and themes, including themes shared between both overarching concepts. Implications The findings indicated the need for professional development featuring the use of stories as a formal teaching strategy for educators, and introducing teacher created stories as a strategy within teacher education programs. Specific recommendations for future research included limiting the breadth of future investigations, replicating the study with a larger sample size, and extending the sample to include kindergarten teachers. An investigation of children's perspectives would address a void in the field of research. Continued investigation of emergent themes that did not triangulate would allow for clarification of study findings.

ISBN: 9781321948547Subjects--Topical Terms:

519608
Educational sociology.
Subjects--Index Terms:

Early childhood education

Early childhood educators' use of teacher created stories to support the social and emotional development of preschool students.
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300 $a 148 p.
500 $a Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Includes supplementary digital materials.
500 $a Advisor: Bufkin, Linda J.
502 $a Thesis (Ph.D.)--Saint Louis University, 2015.
506 $a This item is not available from ProQuest Dissertations & Theses.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a Purpose Although stories, particularly social stories, are the focus of a growing number of research studies, little is known about educators' use of teacher created stories to support students' social and emotional development. This study extended the research by investigating early childhood educators' perspectives and use of stories in inclusive preschool classrooms. The investigation addressed educators' rationales for use of stories and planning, implementation, and self-evaluation of the stories. Methods This qualitative study, conducted with a sample of three teachers from different inclusive preschool classrooms in three Midwestern suburban public school districts, utilized a grounded theory methodology. To develop a thick rich description of the research context and emergent themes, the study included interviews, observations, and document analysis. Analysis of data resulted in the identification of multiple themes later grouped into two overarching concepts: individualizing teaching practices and fostering connections. Triangulation strengthened the trustworthiness of the study and credibility of findings. Findings Findings described educators' varied uses of teacher created stories to individualize teaching practices and foster connections. Story planning was collaborative and based on informal observations. Teachers incorporated stories with additional teaching strategies, used stories as universal and individualized supports, and shared stories through storytelling, a classroom blog, and teacher created books. A discussion of the findings, situated within a sociocultural framework, included program influences, pedagogic influences, participants' evolving views of teacher created stories, and use of stories as a support for meaning-making. The introduction of a conceptual framework illustrated the relationships between overarching concepts and themes, including themes shared between both overarching concepts. Implications The findings indicated the need for professional development featuring the use of stories as a formal teaching strategy for educators, and introducing teacher created stories as a strategy within teacher education programs. Specific recommendations for future research included limiting the breadth of future investigations, replicating the study with a larger sample size, and extending the sample to include kindergarten teachers. An investigation of children's perspectives would address a void in the field of research. Continued investigation of emergent themes that did not triangulate would allow for clarification of study findings.
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