Read PDF How To Tell Stories To Children And Some Stories To Tell

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Storytelling encourages your child to ask questions as the plot progresses, instead of simply reading passively. When children have questions, it means they are thinking beyond the story and its characters, and this can help develop creativity and critical thinking skills. This encourages them to use their imagination and get them excited about reading.

Every child is different, and so their interests would vary too.

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Take the chance to find out if your child is interested in the plot. If they are not, what would they find enjoyable? This could provide some ideas on what books you could get for your child on the next trip to the library or bookstore. It is also a chance for you to find out about their reading ability. For instance, if your child gravitates towards books on dinosaurs, they could be fascinated with prehistoric animals.

Or if your child loves a particular protagonist, could it be that they can relate to the character? Storytelling creates an opportunity for your child to share experiences that could be similar to the plot. If you've had the pleasure of reading bedtime books to young children, you've observed one of the reasons why narratives are so compelling.

During their childhood, my daughters wanted the same book, Good Night Moon , read over and over. Even after dozens of readings, they continued to excitedly "predict" what would be on the next page and take great pleasure in being "right. This Good Night Moon phenomenon, of wanting the same book read repeatedly, can be seen as the brain's seeking its own reward-pleasure response system. This manifests as the brain's response to making a choice or prediction that turns out to be correct. The reward is activated by an increased release of dopamine. That childhood desire, of wanting to hear books read aloud and repeatedly requesting those few they know well enough to "predict," embodies those powerful brain drives that become memory enhancers.

The "active listening" you've seen in children, as they anticipate and often predict what comes next, is a key to the brain storing the information in long-term memory. This desire to predict comes from a brain chemical, dopamine, that, when released, promotes feelings of deep satisfaction, pleasure, motivation , perseverance, and memory.

One of the strongest releasers of this dopamine-pleasure response stems from making a prediction and finding out it is right. During childhood, the brain is less critical of what counts as a "prediction. In response, the brain develops the expectation of possible pleasure when it begins to hear something presented as a story. The origin of human history and the first passing on of knowledge was through the telling of stories.

Let us now have a look at 40 such popular and amazing stories for kids:

Storytelling was for centuries a primary source of entertainment and core of communal gatherings and special occasions. Our brains seek and store memories based on patterns repeated relationships. This system facilitates one's interpreting the world and all the new information and choices we make throughout each day by using our prior experiences and knowledge as a lens through which to understand the new or unknown.

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The mental map of the pattern of childhood stories becomes a framework upon which the brain can link new information presented in that familiar form. This story-framework is formed early and easily recognizable by its three-step progression of:. When information, whether from algebra to history, is presented in the familiar story narrative form, that memory structure facilitates the brain's retention of that information. With time, that map expands to include narratives in which the ending is not limited to happily ever after.

To Help Kids Remember What They Need to Learn Tell a Story | Psychology Today

These can become opportunities for your children to learn, explore, or discover multiple outcomes or alternative solutions. Literature: Charlie was about your age when he wanted to earn money with an after-school job. As you know, jobs for year-olds are not easy to get.

He finally got one at a fancy stationery store, like the ones we have on State Street.

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His task was to use their special glue to paste their fancy labels onto ink bottles. He was only paid for the good ones and had to do his over and over because air bubbles would form under the labels. One day, another boy, Bobbie, gave Charlie a piece of string and showed him how he could roll it over the label and get out the bubbles. You might be surprised by my reveal that Charlie was Charles Dickens and that he did indeed include his friendly coworker, Bobbie Fagin, as the character Bob Fagin, in Oliver Twist.

This prereading story might not make your children thrilled to read another Dickens book, but they will surely be more connected to the story and its memory. Similarly, you can look into the biography of the historical people, scientists, or authors your kids are learning about.

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  • First, find out something of interest that the famous person did when they were the same age as your child. Then, incorporate these facts, with some modernization and personally relevant connections, into a story that will boost his interest and subsequent memory to the topic being studied or book being read at school. Science: There was a guy, call him Archie, who wanted to know why the level of water in his bathtub got so high when he got into it that it sometimes overflowed.

    It is said that he tried lots of experiments that didn't work, but one day he figured it out and said, "Eureka! A pause in the telling of a narrative, at an important moment in the story linked with important information for memory, punctuates curiosity and gives the brain a valuable moment to consider and predict what might come next.

    Outcome: that next information charged, attention-grabbing, and memorable.

    When you know what your children are studying in history, look up a historical reference of a news article or recording that is written in the format that starts with a description of the scene and events leading up to the "big item" of the story—or make up your own. This will be the story that pulls them into the subject through curiosity and prediction as it hooks their learning into memory.

    An example might read, "It started as a beautiful day here as we awaited their landing. After a spectacular first journey, the people on board were pleased by their success until they heard a disturbing sound that caused them to fear for their lives. Their brains will be invested in finding out if their predictions are right.

    It boosts speaking and listening skills

    Einstein said, "If you can't explain it simply, you don't understand it well enough. Invite your children to share what they are learning in school with you in the form of a story or a storybook they write for younger children. They will have the positive emotional experience of your sincere interest in what they are sharing and the joy and strong memory that comes from transforming information they need, to learn a story they create.