Kindergarten Stories: Writing and Drawing at the Computer
Susan Caroff, Patricia Kiefer, and Jennifer Roccograndi
Note: After reading this article, please visit the transcript of the discussion forum to view readers' comments.
This article describes how multimedia software, used with teacher and with parental guidance, can support kindergartners' sense of story. In the classroom application, teachers assisted children in creating a class story using computer-generated texts. Each child contributed a page to a book built around the central character of a princess; however, children were not required to link their pages to those of others. The combined text consisted of a multiplicity of characters, events, and settings arranged by the teacher in a way that allowed the action and main character to continue throughout the story. Illustrations in the class book show that children treated computer graphics as objects of both play and communication. In the parental use of multimedia, a mother assisted her five-year-old son in using a popular story-writing program to create a text that maintains a storyline and a set of characters from beginning to end. The mother helped her son develop a traditional narrative text by providing careful guidance, acting as a scribe, focusing his attention, and commenting on story events and characters.
The article consists of the following sections:
Caroff (e-mail: firstname.lastname@example.org) teaches literacy courses at West Chester University in West Chester, Pennsylvania, USA. Kiefer, a kindergarten teacher for 31 years, currently teaches in a Head Start Program. Roccograndi, a recent graduate of West Chester University, is pursuing a career in elementary education.
Assistance in designing these Web pages was provided by Victoria Fringer, West Chester University, and Richard Williams, Purdue University.
Reading Online, www.readingonline.org
Posted December 1998
© 1998-2002 International Reading Association, Inc. ISSN 1096-1232