Drama during Storytime Supports Preschooler's Understanding of Story Character Feeling States
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| Title: | Drama during Storytime Supports Preschooler's Understanding of Story Character Feeling States |
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| Language: | English |
| Authors: | Lauren van Huisstede, Scott C. Marley, Katie Bernstein, Melissa Rivera, Annette Schmidt, Jenny Millinger, Michael F. Kelley, Kathryn Brantley, Jennnifer Gantwerker |
| Source: | AERA Online Paper Repository. 2024. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Drama, Preschool Education, Intervention, Preschool Children, Emotional Experience, Inferences, Recall (Psychology), Reading Comprehension, Story Reading, Physical Activities, School Readiness, Disadvantaged Schools, Childrens Literature, Measures (Individuals), Age Differences, Drama Education |
| DOI: | 10.3102/2108452 |
| Abstract: | Reading comprehension is foundational for future academic success. The ability to inference is critical in in supporting comprehension, and many young children struggle to develop this skill. The current study examines how a drama-based instructional (DBI) intervention supports inference generation about characters' feelings during preschool storytime. Intervention students participated in a drama-based storytime, while control students heard the story in a traditional storytime. Students who participated in a drama-based storytime recalled more character feeling states compared to their control group peers, particularly for 3- and 4-years-olds. Intervention students also used their bodies more during story retellings. DBI during storytime may support young children who struggle with inferencing skills and promote their literacy and language development, better preparing them for kindergarten. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED674366 |
| Database: | ERIC |
| Abstract: | Reading comprehension is foundational for future academic success. The ability to inference is critical in in supporting comprehension, and many young children struggle to develop this skill. The current study examines how a drama-based instructional (DBI) intervention supports inference generation about characters' feelings during preschool storytime. Intervention students participated in a drama-based storytime, while control students heard the story in a traditional storytime. Students who participated in a drama-based storytime recalled more character feeling states compared to their control group peers, particularly for 3- and 4-years-olds. Intervention students also used their bodies more during story retellings. DBI during storytime may support young children who struggle with inferencing skills and promote their literacy and language development, better preparing them for kindergarten. |
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| DOI: | 10.3102/2108452 |
