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Drama during Story Time Supports Preschoolers' Understanding of Story Character Feeling States

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Title: Drama during Story Time Supports Preschoolers' Understanding of Story Character Feeling States
Language: English
Authors: Lauren van Huisstede (ORCID 0000-0001-7569-2361), Scott C. Marley, Katie A. Bernstein (ORCID 0000-0002-2816-6112), Melissa Pierce-Rivera, Annette Schmidt, Jenny Millinger, Michael F. Kelley, Maria Adelaida Restrepo (ORCID 0000-0001-6210-3759), Cristal Vargas Cesario
Source: Journal of Early Childhood Literacy. 2026 26(1):83-110.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 28
Publication Date: 2026
Sponsoring Agency: Department of Education (ED)
Contract Number: U351D18009620
Document Type: Journal Articles
Reports - Research
Descriptors: Preschool Children, Story Telling, Drama Education, Recall (Psychology), Emotional Response, Reader Text Relationship, Reader Response, Nonverbal Communication, Psychological Patterns, Inferences, Comprehension, Age Differences
DOI: 10.1177/14687984241240413
ISSN: 1468-7984
1741-2919
Abstract: Inference generation, an emerging skill in preschool-aged children, is critical for story comprehension and often requires instruction and practice to develop. Drama-based instruction (DBI) is a promising strategy for supporting preschool students' inferencing skills, emotion understanding, and overall story comprehension. The current study examined the effects of a DBI story time intervention on preschool students' recall of story character feeling states. As part of the larger intervention, 196 students (ages 3-5) were randomly assigned by classroom to participate in DBI or traditional story time. After story time, students completed a brief story retelling task (free and prompted recall of the story). Recordings of students' story retellings were coded for embodied behavior (i.e., gesture, facial expression, vocal change, and body movement) specific to character feelings. Embodied behaviors supported student recall of story character feelings and emotion words. DBI intervention students used more embodiment, specifically gesture, when recalling story character feelings compared to their control group peers. Finally, hearing a DBI story supported students' emotion word recall, particularly for 3- and 4-year-old students. The findings from this study offer evidence for incorporating drama-based teaching strategies into story time to promote students' inferencing skills regarding story character internal states and subsequent story comprehension.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499050
Database: ERIC
FullText Text:
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  Data: Drama during Story Time Supports Preschoolers' Understanding of Story Character Feeling States
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  Data: <searchLink fieldCode="AR" term="%22Lauren+van+Huisstede%22">Lauren van Huisstede</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7569-2361">0000-0001-7569-2361</externalLink>)<br /><searchLink fieldCode="AR" term="%22Scott+C%2E+Marley%22">Scott C. Marley</searchLink><br /><searchLink fieldCode="AR" term="%22Katie+A%2E+Bernstein%22">Katie A. Bernstein</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2816-6112">0000-0002-2816-6112</externalLink>)<br /><searchLink fieldCode="AR" term="%22Melissa+Pierce-Rivera%22">Melissa Pierce-Rivera</searchLink><br /><searchLink fieldCode="AR" term="%22Annette+Schmidt%22">Annette Schmidt</searchLink><br /><searchLink fieldCode="AR" term="%22Jenny+Millinger%22">Jenny Millinger</searchLink><br /><searchLink fieldCode="AR" term="%22Michael+F%2E+Kelley%22">Michael F. Kelley</searchLink><br /><searchLink fieldCode="AR" term="%22Maria+Adelaida+Restrepo%22">Maria Adelaida Restrepo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6210-3759">0000-0001-6210-3759</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cristal+Vargas+Cesario%22">Cristal Vargas Cesario</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Childhood+Literacy%22"><i>Journal of Early Childhood Literacy</i></searchLink>. 2026 26(1):83-110.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 28
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  Data: 2026
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  Data: Department of Education (ED)
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  Data: <searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Story+Telling%22">Story Telling</searchLink><br /><searchLink fieldCode="DE" term="%22Drama+Education%22">Drama Education</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Reader+Text+Relationship%22">Reader Text Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Reader+Response%22">Reader Response</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Inferences%22">Inferences</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehension%22">Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink>
– Name: DOI
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  Data: 10.1177/14687984241240413
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  Data: 1468-7984<br />1741-2919
– Name: Abstract
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  Data: Inference generation, an emerging skill in preschool-aged children, is critical for story comprehension and often requires instruction and practice to develop. Drama-based instruction (DBI) is a promising strategy for supporting preschool students' inferencing skills, emotion understanding, and overall story comprehension. The current study examined the effects of a DBI story time intervention on preschool students' recall of story character feeling states. As part of the larger intervention, 196 students (ages 3-5) were randomly assigned by classroom to participate in DBI or traditional story time. After story time, students completed a brief story retelling task (free and prompted recall of the story). Recordings of students' story retellings were coded for embodied behavior (i.e., gesture, facial expression, vocal change, and body movement) specific to character feelings. Embodied behaviors supported student recall of story character feelings and emotion words. DBI intervention students used more embodiment, specifically gesture, when recalling story character feelings compared to their control group peers. Finally, hearing a DBI story supported students' emotion word recall, particularly for 3- and 4-year-old students. The findings from this study offer evidence for incorporating drama-based teaching strategies into story time to promote students' inferencing skills regarding story character internal states and subsequent story comprehension.
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  Data: 2026
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1499050
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        Value: 10.1177/14687984241240413
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      – Text: English
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        PageCount: 28
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    Subjects:
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Story Telling
        Type: general
      – SubjectFull: Drama Education
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      – SubjectFull: Emotional Response
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: Inferences
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      – SubjectFull: Age Differences
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      – TitleFull: Drama during Story Time Supports Preschoolers' Understanding of Story Character Feeling States
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