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playdough story

Where do stories live?

Posted on June 20, 2017 by Christine Alford

‘Everything’ a story – you are a story – I am a story’
(Frances Hodgson Burnett)

Stories make up our lives. As we talk about our day, our ideas, and our dreams, we’ll often talk through a story. These stories naturally flow from us in the form of our routine conversations. I have always loved stories, whether I’m reading a book, watching a movie, sharing an experience with a friend, or working with the children in my kindergarten. I know stories have the power to help us remember, to instil passion and to connect us with others. Therefore, when I was presented with the opportunity to become one of the Dr. Vince Ham eFellows for 2016 with CORE Education, I grabbed it with both hands. Having wondered about the link between stories and literacy, I titled my research, ‘Building oral language skills through storytelling in an early-years context.’

Where do stories live?

My initial inspiration to look at the links between oral language and storytelling resulted from a visit to the Opal School in Portland, Oregon. It was listening to the shared stories from the teachers regarding how their philosophy supports a play-based curriculum which draws heavily on the arts and storytelling, that inspired me.

playdough story
Using playdough to tell a story

There were several reasons I wanted to see if storytelling could support oral language skills in early childhood education (ECE). Research supports how integral the preschool years are for the development of oral language, and how strong oral language at an early age means the likelihood of a child becoming strong in literacy is very high (Sheil et al, 2012). And on a personal level, from talking to some of the new-entrant teachers at my local schools, they shared with me how they felt that today, more than ever, students are coming into school with insufficient language knowledge. This means that many children’s oral language skills are not developed enough to support the curriculum objectives. It seemed to me that children would need well-developed oral language skills before they could be expected to become fluent readers, writers, and even fluent thinkers.

As my research began, I immediately hit a brick wall. I had assumed that children would find it easy to tell and share stories, and that they would have the same understanding as me of what stories were. This was a big misunderstanding. Eager not to have my research fall at the first hurdle, I began to talk to all the children about stories, and it became clear that they felt stories were only found in books, on book shelves, and in the library. This clearly wasn’t going to help children tell their own stories, so it was at this point that I realised I needed to ask the right question, which, incidentally, ended up setting the direction of my research. The question was, ‘Where do stories live?’

After turning the topic of stories into a question the children could relate to, and by focussing my research on concentrating on this one question, something magical happened. Stories were no longer just related to books. In the children’s words:

‘Stories come from my mouth, some come from words, some from pictures…Stories aren’t just in books, they come from Lego as the Lego is magic…Stories come from inside of me…you can get stories in your dreams, ‘cause I’ve had them…Stories are also in your imaginations…Or they can be real, like real life stories, not made up.’

My research learnings and surprises

As my formal research ended, the stories continued to flow freely in all corners of our kindergarten, I spent some time analysing and reflecting on my findings and I realised that the children were exploring and experimenting with language more. They were beginning to use many descriptive words, and words they may have heard from friends or peers. I saw how the language used in stories was very different from the language of conversation.

Another observation was that, as the children increasingly began to share their stories, they became more expressive. They were expressive both verbally with words and language, and non-verbally with gestures and facial expressions. Alongside this, the more stories children told, the more their confidence increased and the clarity of their voice improved. As they gained more confidence, interestingly, I noted how this supported children in taking some risks with their stories. Children began to try out words and ideas that they may not have been quite brave enough to do at the very beginning of my research.

Although these made up the main findings of my research, I also discovered some beautiful surprises. I discovered more about the children, their passions, their interests, their worries; the things that delighted them as well as the things that scared them. Through storytelling I had my eyes opened to the uniqueness of each child. Through their stories, I developed a much deeper and personal connection with the children.

I also learnt a lot about myself as a teacher. In the words of Stephen Covey, I soon learnt to listen ‘with the intent to understand, not with the intent to reply’. This was significant learning for me, and I realised children didn’t want someone to solve or fix a problem that they were sharing through a story; they wanted a listener.

The uLearn experience as Dr Vince Ham eFellow

Just when I thought I could relax, uLearn16 quickly approached. Having never been to a uLearn conference before, the experience was new and I was a little overwhelmed when I realised the significance of the event with over 1500 attendees. However, when it came to sharing my own work, I found myself presenting with two other researchers at the Research and Inquiry Symposium. Listening to the findings and highlights of their research projects both excited and enraptured me, and my own nerves soon dissipated.

story stones
Story stones

uLearn is a wonderful mix of teachers, educational researchers, and leaders. To be able to present alongside them was an honour I will never forget. To be able to listen to the many international keynotes alongside more local, New Zealand-based speakers made me realise the passion there is for providing the best professional practice in our classrooms/kura/centres as teachers across the globe. It was a novel experience to attend a conference with not only ECE teachers, but also primary, intermediate, and secondary colleagues. All too often, we work and learn in our own sector’s bubble, but being able to consider issues that cross all sectors is amazing. This is how I feel all professional learning should be; we are one big family in education, we should be working together, learning from each other, listening to each other’s stories and valuing and honouring the work of our colleagues. Surely it is only when we do this, to come together and connect, that we can ever hope to truly transform our practice.

Links:

  • See Christine’s full eFellow report
  • Dr Vince Ham eFellowship
  • uLearn

 

Reference

G. Shiel, Á.Cregan, A.McGough and P.Archer, “Oral Language in Early Childhood and Primary Education (3-8 years)”, National Council for Curriculum and Assessment (NCCA), Research report number 14, 2012.

Connect, collaborate and innovate with educators from early childhood through to tertiary at uLearn17!

Experience New Zealand’s biggest professional development conference for educators with international keynote speakers, a Research and Inquiry Symposium, hands-on Makerspace Playground, 200+ bookable breakouts from a range of presenters, and more!

Register now

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Riding the eFellow wave

Posted on September 19, 2014 by Tim Gander

I've always been keen to try out new things, things that will improve my thinking and approach to my teaching. I don't mind being pushed outside my comfort zone, but when I became an eFellow I was tossed into a tumultuous wave that first struck me with fear, but then excited me. It was a voyage of discovery like no other. Now that I'm near the end of this fantastic journey (which is really like a beginning), I thought I'd share some of these things with others. I'd love others to reap the benefits I have gained through the eFellow experience.

Riding the eFellow wave  (Photo credit: Derek Fryer)
Catching the wave

A 2011 eFellow and digital mentor, Sonya van Schaijik, encouraged me to apply to be a CORE Education eFellow, and I am very grateful for that spark which lit a fire in my professional development and practice. From the moment I received the Inspector Gadget style self destructing top secret email, “I need to speak to you urgently, don’t tell anyone…”, from John Fenaughty on the drive back from a fishing trip to the Ruakituri, I was in disbelief (mainly because I had been off the grid for a few  days, and was a bit confused about the reality of the situation). There have been 80 eFellows to date, and I feel extremely privileged to be part of an alumni that includes many influential and prolific members of New Zealand education.

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Vince Ham and the MAGIC of the eFellowship

Posted on August 1, 2013 by Anne Kenneally

Reflecting on the e-fellowship journey I want to share the impact this experience has had on me and share the thoughts of e-fellows throughout the years.

On June the 19th a mighty Totara fell. Vince was the inspiration and the moral compass behind the e-fellowship journey.

As stories are shared, memories relived and moments reflected on, I realise the power and MAGIC of Vince’s role in the e-fellowship. Vince’s dream has been instrumental in ensuring MAGIC happens, for CORE, for educators, and most importantly, for our learners.

Receiving an e-fellowship was and continues to be MAGIC in my learning journey. To realise that you have received a fellowship recognising innovative e-learning practice is hard to explain. To meet with your fellow recipients even harder!  Suddenly you are collaborating with educators who also operate outside the boundaries and are hungry for any opportunity to leverage success for our learners. To spend a year learning, growing, collaborating, challenging, and transforming is an incredible privilege, indeed.

Photo of Anne with eFellows 2012

Throughout the year I reflected on the journey which you can read about here. 

The e-fellowship allows time to develop yourself and continue to challenge to transform outcomes for our learners. It allows time to dream, collaborate, and co-construct transformative learning opportunities. It allows time to reflect on your practise and push the boundaries. It celebrates where you have been on your e-learning journey and scaffolds you to your transformative potential.

The e-fellowship is for anyone. It is an opportunity to grow your e-capacity and empower you. It is an opportunity to network and share, to aspire and inspire. It is your chance to hook yourself to a rainbow, follow your dreams and create MAGIC!

I have gathered together some thoughts of others who have travelled this path…

As the driving force behind the successful introduction of the e-fellowship scheme, Vince had the long-term vision as to how young New Zealanders and their teachers would change the way they learned, using ever-new technology.  He was blessed, as well, with a gentle common touch which meant you instantly warmed to him. I know we would not have such wonderful lifetime memories had it not been for this dear man’s effort. Rest easy, Vince.
Rod Dowling, 2005 e-fellow.

Vince indeed had that ability to make you feel you could achieve anything. Vince was always changing the concept to make it better and more attainable for teachers.  I thank you Vince for helping me and others to go for it and contribute something more to the teaching profession. A truly gifted, kind hearted man. I treasure the time with you and being fortunate to have you share your wisdom.
Robyn Hurliman 2009 e-fellow.

I just loved 2004 and the way Vince guided us with our research. It was inspirational to be treated as a thinking professional even when I was just sort of lost in exploring ideas. I particularly remember after one conference discussing how we were a real part of changing New Zealand education – feeling 10-foot tall and bulletproof!  Thanks for everything, Vince. I’ve enjoyed our friendship over the years, and will continue to treasure the memories.
Maurice Alford, 2k4 e-Fellow

Vince was my lecturer at Christchurch College of Education for Advanced Qualifications in the late 1980’s. Then in 2002, I met up with him again at Ulearn and we swapped stories. After that I was delighted to find out that he was one of the mentors for the e-fellows. My memories are of a super intelligent gentleman who really pushed my thinking.
Sonya Van Schaijik 2010 e-fellow

Vince was my inspiration. He was true to his vision to promote teacher agency and empowerment to enhance teaching and learning for young New Zealanders. The e-fellowship ‘walked the talk.’ The initiative supported teachers to engage in practitioner research, to enrich their school contexts and make a difference. Vince was a visionary, believing in the professionalism of teachers in an age when so often experts and expertise are located elsewhere in the system. Vince was instrumental to my academic journey and there is not a day that goes by that I do not thank him.
Jennifer Charteris 2005 e-fellow

By “taking a punt” on a non-teacher being an efellow, Vince was once again pushing the boundaries and challenging thinking around what does it mean to be an educator. The times I spent with him at CORE were reflective and empowering, he gave freely his ideas and thoughts with total humility and support for the personal growth journey the efellowship had me on. My year as an e-fellow has changed the direction of my career in ways I could only dream of, without the opportunity I would not be doing what I am now. ‘Grateful’ doesn’t even begin to describe how I feel.
Paula Eskett , 2012 e-fellow.

The mentoring of e-fellows over the years continues to transform educators as they realise their potential…

“The future is not some place we are going, but one we are creating.” John Schaar

What an incredible privilege it is to be an e-fellow. Thank you Vince for a dream that is a reality for educators in New Zealand. What a delight to see Vince's memory living on in the newly established Vince Ham Scholarship!

 

More information:

  • About CORE Education eFellowship
  • eFellowship Award applications are open for 2014
  • Vince Ham Postgraduate Research Scholarship
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CORE Education eFellow Review 2012

Posted on August 29, 2012 by Emma Potter

The 2012 CORE Education eFellows gathered in Christchurch for their final Masterclass session of the year before they will present individually and together at ULearn 12 in Auckland. Throughout the course of the year the eFellows have gathered, connected, shared and inspired one another, forming unique bonds that will benefit them all in the years to come.

On their final day in Christchurch, the eFellows were asked to reflect on their year, and share one thing they will each take away from their experience. They all agreed that it had been a worthwhile experience but different for each of them nonetheless, coming from a different parts of the country, different schools, and different sectors in their own words (see above video).

Applications for the 2013 eFellowship close at 5pm on Friday 31st August—apply today!

 

Emma Potter

Emma Potter is the Marketing and Communications Officer at CORE Education. She started with CORE following her university education, where much of her study was focused on news and the news media.

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