We Are a Story: Community Storytelling amidst and among Standards
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| Title: | We Are a Story: Community Storytelling amidst and among Standards |
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| Language: | English |
| Authors: | Cristina Gillanders, Dana Frantz Bentley |
| Source: | AERA Online Paper Repository. 2025. |
| 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: | 9 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Literacy Education, Story Telling, Play, Preschool Education, Preschool Children, Emergent Literacy, Beginning Reading, Beginning Writing, Self Expression, Skill Development, Learning Processes |
| Geographic Terms: | Massachusetts (Cambridge) |
| DOI: | 10.3102/2184071 |
| Abstract: | What does it mean to grow literacies through play? How might we frame writing and reading as essential forms of expression in the lives of young children? This narrative study examines these questions through the storying of one Pre-Kindergarten classroom, and the longitudinal unfolding of stories in their school experiences. We examine an orientation toward and through the children from which reading and writing emerge. We frame children as authors, highlighting intersectional identities, igniting children's need for academic skills, and building communities of story. In a time of increased pressure of skills and standards, this paper orients reading and writing through the vitality of children's play, as essential tools through which they express individual and collective stories to the world. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678485 |
| Database: | ERIC |
| Abstract: | What does it mean to grow literacies through play? How might we frame writing and reading as essential forms of expression in the lives of young children? This narrative study examines these questions through the storying of one Pre-Kindergarten classroom, and the longitudinal unfolding of stories in their school experiences. We examine an orientation toward and through the children from which reading and writing emerge. We frame children as authors, highlighting intersectional identities, igniting children's need for academic skills, and building communities of story. In a time of increased pressure of skills and standards, this paper orients reading and writing through the vitality of children's play, as essential tools through which they express individual and collective stories to the world. |
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| DOI: | 10.3102/2184071 |
