Effect of the Gestures of Teachers during Storytelling on the Vocabulary Understanding of Kindergarteners
Author: Hsin-Ying Chien(Department of Early Childhood Educaion, National Taitung University), Chi-Shun Lien(Center for Teacher Education, National Chung Cheng University)
Vol.&No.：Vol. 59, No. 2
Date：June 2014
Pages：61-88
DOI：10.6209/JORIES.2014.59(2).03
Abstract：
This study examined the types and levels of gestures that teachers with different levels of experience used during storytelling, and investigated how these gestures affected the vocabulary understanding of children. In Study 1, the gestures of eight junior and eight senior teachers during storytelling were recorded and evaluated using the method of video analysis. The results showed that the gestures of teachers carried descriptive or semantic information related to the story. No frequency differences on gesture use were observed between junior and senior teachers to represent the story content. However, substantial differences between junior and senior teachers were observed regarding teacher-student interaction. The purpose of Study 2 was to determine whether children who watched different video clips, recorded by teachers with different levels of experience, exhibited different levels of vocabulary understanding. Sixty-seven kindergarteners in Taitung, Taiwan participated in the experiment. The results indicated that children who watched the video clip that was recorded by the senior teachers outperformed those who watched the video clip that was recorded by the junior teachers. This paper discusses implications for future research and education.
Keywords：gesture, instructive strategy, vocabulary comprehension, iconic, video analysis
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References：
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