ARTICLE

CHALLENGES FACED BY TEACHERS IN TEACHING THROUGH STORYTELLING AND PLAYWAY METHOD AT EARLY CHILDHOOD EDUCATION LEVEL

  1. HOME
  2. ARTICLE

16 Pages : 152-165

http://dx.doi.org/10.31703/gesr.2020(V-III).16      10.31703/gesr.2020(V-III).16      Published : Sep 2020

Challenges Faced by Teachers in Teaching through Storytelling and Play-Way Method at Early childhood Education Level

Abstract

    Teachers use several methods to teach children in Early childhood Education classes. Storytelling and play-way methods are employed to teach initial concepts in a conducive and stimulating learning environment. The purpose of this study was to identify the mindfulness, utilization, and challenges faced by ECE teachers while teaching through these methods. The phenomenological design was employed by using a qualitative research approach. The ten ECE schoolteachers were selected as participants, who were teaching to grade one student through the purposive sampling technique. Self-developed semi-structured interviews were carried out, and the data were transcribed into codes and themes. The research revealed that teachers were more aware of the storytelling method than the play way method. They were facing different challenges while using the storytelling and play-way method at the ECE level. It is recommended that resource rooms should be established for the provision of the best opportunities for training to ECE teachers.

    Teaching methods, storytelling, play-way, ECE

    (1) Misbah Malik
    Assistant Professor, Institute of Education and Research, University of the Punjab, Lahore, Punjab, Pakistan.
    (2) Fasiha Altaf
    Ph.D. Scholar, Institute of Education and Research, University of the Punjab, Lahore, Punjab, Pakistan.
    (3) Mehwish Gull
    Ph.D. Scholar, Institute of Education and Research, University of the Punjab, Lahore, Punjab, Pakistan.
Fulltext PDF

References

  • Behmer, S. (2005). Literature review digital storytelling: Examining the process with middle school students. In Society for Information Technology & teacher education international conference.
  • Berk, L. E. (1994). Vygotsky's theory: The importance of make-believe play. Young children, 50(1), 30-39
  • Berkowitz, D. (2011). Oral storytelling: Building community through dialogue, engagement, and problem-solving. YC Young Children, 66 (2), 36-41.
  • Bodrova, E., & Leong, D. J. (2003). Chopsticks and counting chips: Do play and foundational skills need to compete for the teacher's attention in an early childhood classroom? Young Children, 58(3), 10-17.
  • Brown, R. (1982). Cookie Monster's good time to eat. New York: Golden Books.
  • California Childcare Health Program (2006). Injury Prevention. Administered by the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing.
  • Chou, S. H. (2013). Play VS. Curriculum: Orientation and implementation of play. Taipei: Psychological Publishing.
  • Dakich, E. (2008). Towards the social practice of digital pedagogies, In Rethinking education with ICT: New directions for effective practices, ed. GNED Yelland, Sense Publishers, 13-30.
  • Ebbeck, M., & Waniganayake, M. (2017). Play in early childhood education: Learning in diverse contexts. Oxford University Press. 198 Madison Avenue, New York, NY 10016.
  • Ekeyi, D. N. (2013). Effect of demonstration method of teaching on students' achievement in agricultural science. World Journal of Education, 3(6), 1-7.
  • Ericksen, S. C. (1978). The Lecture. Memo to the Faculty. No. 60, April 1978.
  • Gage, N. L. (1962). The Handbook of Research on Teaching. Journal of Teacher Education, 13(1), 89-99.
  • Ghumman, M. S., & Khalid, M. I. (2016). Effectiveness of Teaching Practices for Student's Competencies Development at Early Childhood Education (ECE) Level in Pakistan. Journal of Research & Reflections in Education (JRRE), 10(1).
  • Isil, M. A. (2016). The Impact of Storytelling on Young Ages. European Journal of Language and Literature Studies, 2(3), 115-118.
  • Joma, M. A. R., Al-Abed, S. F. M., & Nafi, J. S. I. (2010). The Effect of
  • Kustandi, B., (2011). Cecep dan Sutjipto, Media Pembelajaran Manual dan Digital. Bogor: Ghalia Indonesia.
  • Lawrence, R. L., & Paige, D. S. (2016). What our ancestors knew: Teaching and learning through storytelling. New Directions for Adult and Continuing Education, 149 (2016), 63-72.
  • Lillard, A. S. (2013). Playful learning and Montessori education. NAMTA Journal, 38(2), 137-174
  • Lopez, P. (2018). Learning through play. UNICEF Education Section, United Nations Plaza New York, NY 10017, USA
  • Malik, M., Rafiq, N., Qayyum, A., & Fatima, G. (2020). Perception of Elementary School Students about their Parent Involvement at Home and School. Journal of Elementary Education, 29(2), 151-161.
  • Malone, K. L., Tiarani, V., Irving, K. E., Kajfez, R., Lin, H., Giasi, T., & Edmiston, B. W. (2018). Engineering Design Challenges in Early Childhood Education: Effects on Student Cognition and Interest. European Journal of STEM Education, 3(3), 11.
  • Montessori, M. (1912, 1964). The montessori method. New York, NY: Schocken Books.
  • Montessori, M. (2009). The secret of childhood. India: Oriental Blackswan. Originally published in 1936
  • Natural playgrounds (2012). Natural playgrounds are more beneficial to children, inspire more play, by University of Tennessee at Knoxville https://medicalxpress.com/news/2012-10-natural- playgrounds-beneficial-children.html
  • Normann, A. (2011). Digital storytelling in second language learning. Faculty of Social Sciences and Technology Management, 1-125.
  • Octavyani, V. (2011). Asyiknya Mendongeng dengan Boneka Jari. Jakarta: Demedia Pustaka.,
  • Oladipo, S. A. and Ayeni, J. O. (2000).A handbook of Educational theory. Lagos: Raytel
  • Peterson, C., & Biggs, M. (2001).
  • Pop, R., & RĂDUȚ, R. D. (2019). Language Policies in Norway and the Development of the Multilingual Competence.StudiaUniversitatisBabeș-Bolyai.Philologia.
  • Rawat, M. D. (2016). Importance of communication in teaching learning process. Scholarly Research Journal for Interdisciplinary Studies, 4(26), 3058-3063.
  • Satriani, I. (2019). Storytelling in teaching literacy: Benefits and challenges. English Review:
  • Sharda, N. (2007). Applying movement oriented design to create educational stories. International Journal of Learning, 13(12), 177-184.
  • Sharma, A. (2014). Effectiveness of play way method for teaching mathematics to children.
  • Shofoyeke, A. D. The Impact of Teaching Methods on Pre-Primary School Pupils' Learning Achievement in Protection Issues in Selected Nursery and Primary Schools in Ondo West Local Government. Journal of Elementary Education, 25(2), 45-60.
  • Smeda, N., Dakich, E., &Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: a comprehensive study. Smart Learning Environments, 1(1), 1-21.
  • Tasai, C. (2017). Am I Interfering? Preschool Teacher Participation in Children Play. Universal Journal of Educational Research, 3(12): 1028-1033.
  • Tayler, C. (2015). Learning in E arly C hildhood: experiences, relationships and ‘L earning to Be'. European Journal of Education, 50(2), 160-174.
  • Whorrall, J. & Cabell, S. Q. (2016). Supporting children's oral language development in the preschool classroom. Early childhood educ J, 44, 335-341.
  • Yamin, H. M., (2010). Early childhood education guidelines. Jakarta: Gaung Persada Press Group.
  • Yulsyofriend (2017). The Development of Story-Telling Ability for Early Childhood Through Wayang Game. Advances in Social Science, Education and Humanities Research (ASSEHR), 169 (1). 111- 113.

Cite this article

APA

    APA : Malik, M., Altaf, F., & Gull, M. (2020). Challenges Faced by Teachers in Teaching through Storytelling and Play-Way Method at Early childhood Education Level. Global Educational Studies Review, V(III), 152-165. https://doi.org/10.31703/gesr.2020(V-III).16

CHICAGO

    CHICAGO : Malik, Misbah, Fasiha Altaf, and Mehwish Gull. 2020. "Challenges Faced by Teachers in Teaching through Storytelling and Play-Way Method at Early childhood Education Level." Global Educational Studies Review, V (III): 152-165 doi: 10.31703/gesr.2020(V-III).16

HARVARD

    HARVARD : MALIK, M., ALTAF, F. & GULL, M. 2020. Challenges Faced by Teachers in Teaching through Storytelling and Play-Way Method at Early childhood Education Level. Global Educational Studies Review, V, 152-165.

MHRA

    MHRA : Malik, Misbah, Fasiha Altaf, and Mehwish Gull. 2020. "Challenges Faced by Teachers in Teaching through Storytelling and Play-Way Method at Early childhood Education Level." Global Educational Studies Review, V: 152-165

MLA

    MLA : Malik, Misbah, Fasiha Altaf, and Mehwish Gull. "Challenges Faced by Teachers in Teaching through Storytelling and Play-Way Method at Early childhood Education Level." Global Educational Studies Review, V.III (2020): 152-165 Print.

OXFORD

    OXFORD : Malik, Misbah, Altaf, Fasiha, and Gull, Mehwish (2020), "Challenges Faced by Teachers in Teaching through Storytelling and Play-Way Method at Early childhood Education Level", Global Educational Studies Review, V (III), 152-165

TURABIAN

    TURABIAN : Malik, Misbah, Fasiha Altaf, and Mehwish Gull. "Challenges Faced by Teachers in Teaching through Storytelling and Play-Way Method at Early childhood Education Level." Global Educational Studies Review V, no. III (2020): 152-165. https://doi.org/10.31703/gesr.2020(V-III).16