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The Classrooms All Young Children NeedLessons in Teaching from Vivian Paley$
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Patricia M. Cooper

Print publication date: 2009

Print ISBN-13: 9780226115238

Published to Chicago Scholarship Online: February 2013

DOI: 10.7208/chicago/9780226115252.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 17 October 2021

Storytelling and Story Acting: Meaning Extended

Storytelling and Story Acting: Meaning Extended

(p.53) 3 Storytelling and Story Acting: Meaning Extended
The Classrooms All Young Children Need

Patricia M. Cooper

University of Chicago Press

This chapter explores Vivian Paley's signature “storytelling curriculum” from various viewpoints by delineating its essential components and reflecting on its similarities and differences with respect to fantasy play. The chapter describes the significance of the storytelling curriculum and talks about what it has meant to her own identity as a teacher of young children, and to her work with a teacher who has only recently become a teacher of storytelling. In Mrs. Tully's Room: A Childcare Portrait (2001), Paley suggests ways “to take” stories in a group where the age of the children, time, or classroom dynamics do not permit an individual child's dictation. The chapter details the power of the storytelling curriculum to early literacy development, including its usefulness in teaching young children “written language.” The chapter also contrasts the storytelling curriculum in this regard with the writing workshop approach.

Keywords:   storytelling curriculum, fantasy play, storytelling, written language, literacy development, young children

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