How does storytelling within higher education contribute to the learning experience of early years students?

Sarah Flanagan

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How does storytelling within higher education contribute to the learning experience of early years students?

机译：高等教育中的讲故事如何为早年学生的学习经验做出贡献？

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Background and rationale. Reading stories telling stories is a familiar practice within primary education; furthermore there is recognition that stories are used within higher education. This study seeks to understand how storytelling within higher education contributes to the learning experience of early years students. It is anticipated that a deeper understanding of stories and storytelling in this context will lead to a greater appreciation of this resource and its enhanced use. Design/methods. A qualitative methodology was used. The participants included 45 early years students. All students involved in the study were employed as early years workers contributing to the care and education of children aged 0–5. Semi structured interviews and non-participant observations were completed to collect the data and thematic analysis was used in its interpretation. Findings. Participants saw multiple contributions of story and storytelling including the facilitation of learning, the enhancement of reflective practice and the reinforcement of professional/group culture. Story and storytelling provided opportunities for relaxation, entertainment and had a significant social impact. Certain activities encouraged storytelling and the most engaging stories were those that the listener could relate to

机译：背景和基本原理。阅读故事讲故事是小学教育中的一种常见做法。此外，人们认识到故事是在高等教育中使用的。本研究旨在了解高等教育中的讲故事如何有助于早期学生的学习体验。可以预见的是，在这种情况下，对故事和讲故事的更深刻理解将导致人们对该资源及其使用的更多了解。设计/方法。使用定性方法。参加者包括45名早期学生。所有参与研究的学生均被雇用为早期工作人员，为0-5岁的儿童提供照料和教育。完成半结构化访谈和非参与者观察以收集数据，并在解释中使用了主题分析。发现。参与者看到了故事和讲故事的多种贡献，包括促进学习，增强反思性练习和增强专业/团体文化。故事和讲故事提供了放松，娱乐的机会，并产生了重大的社会影响。某些活动鼓励讲故事，而最引人入胜的故事是听众可能涉及的故事

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《The Journal of Practice Teaching and Learning》 |2015年第3期|共23页
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Sarah Flanagan;
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There were 12 participants in the experimental group, 7 female and 5 male, and 12 participants, 7 female and 5 male in the control group. Personal Information Form and Decision Making Style Scale prepared by the researcher were used in the research. In order to decide on the tests to be used in the course of analyzing the data, the scores of the participant's Decision Styles Scale pre-test, which are placed primarily in the experimental and control groups, it was analyzed whether the basic expectations of parametric tests were answered. As a result of the analysis made, the scores, skewness and kurtosis coefficients obtained from the Decision Making Styles Scale were given to the experimental and control groups. It was determined that the distribution was normal in the result of Shapiro-Wilk test, in which the skewness and kurtosis coefficients of each sub-scale were ranked between -1 and +1. 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How does storytelling within higher education contribute to the learning experience of early years students?

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