How can storytelling be used in education? 
      “If we reconceive teaching as storytelling, we might begin to devise planning techniques that offer alternatives to the technological models currently available. So instead of thinking of a lesson or unit as embodying a set of objectives to be attained, we might enable teachers to think of it as a good story to be told.” (Egan, 1990, pp.25-26) 

Storytelling is seen as the oldest form of education; stories are at the core of many interactions. The most important thing that children learn from texts is the variety of different discourses, the writer expresses feelings through narrative patterns. Storytelling allows children to make the mundane and unexplained possible. Teaching through storytelling can create interest and excitement, which encourages confidence to speak out. Speaking and reading fluency becomes apparent when children tell stories to an audience, it also encourages language development. Reading skills are also vital for a child’s development.  
On reflection of a seminar task we were set last week, I understand the importance of children using resources, and their imagination to engage in storytelling. We were able to pick our favorite Roald Dahl book, and suggest as a group what activity we would set for a class of children.  We decided that every child would have a copy of the book and we would assign them a character. Each character had different traits, which we asked the group to pick out. We then discussed the differences and fairness of the ticket allocation.   
    Roald Dahl uses a humorous, creative style of writing to engage his audience. The description of characters engages children into his imaginary world. He enables children to see things, just as he did as a child. Dahl exaggerates certain characters which shows children specific bad traits, this therefore teaches them to be respectful.  
Some children might choose picture books, but this illustrates the meaning of the story without the child reading the actual text. This is therefore is encouraging children not to read the actual story, this influences their language skills. Following a child's needs are vital. Most teachers seem to feel uncomfortable asking a child to visualise, as this comes across as mind-control which teachers do not want to be accused of. (Marni Gillard) 
For children to become confident with their literacy skills, teachers must allow them to share ideas. This will therefore help raise a child’s confidence and self- esteem. This will also encourage social interactions, which helps children communicate with others. Storytelling can be used to teach anything.  For example, you can learn about certain science topics that could include a story to enhance engagement.  

Forest schools can also benefit the incorporation of storytelling within a child’s education. It allows children to explore their outdoor environment, which encourages children with different abilities to escape the expectations of the traditional classroom. Children can increase their social circle, whilst sharing ideas with peers, they are also able to adapt behaviors in different settings.  The outdoors encourages children to build on social skills, through communication with peers on different story ideas. It can also help children to grasp the skills of listening and speaking.  
This also allows children to lead an activity, by giving them a starting point to build upon. For example, a haunted house. This can also be adapted for a range of age groups, which again encourages language development, and a holistic learning environment.  Children can build their self-confidence and self -esteem, this emphasises the importance of a safe learning environment.  
Children can use the props of the outdoors to add nutrients into their stories. The outdoors is used to teach children both practical and social skills.  There are also benefits for the children’s physical development. There are many benefits of working in the outdoor environment in this way, for example giving children the opportunity to make choices for themselves, which increases confidence.  
There is currently a growing problem of childhood obesity in the UK. One in four children is obese (DoH, 2006). The acknowledgment that the formation of good exercise habits from a young age has a long-lasting effect on adult life. Forest schools can offer exercise for all children, of all levels. Evidence from the NEF studies shows that not only do the children develop habits of going outdoors, but they encourage adults/parents to like the same.  
There is a general understanding that children are now behaving in ways which adults find unacceptable and hard to manage. Both the independence and freedom of children is becoming extinct because of added pressures. Forest schools offer adventures and choices of different play for children.  
Story sacks  
Another way we can tell stories is through the resource of a story sack. A story sack normally contains a variety of different items, that relate to a specific book. It will often contain a copy of the book, along with a CD recording. Story sacks will make reading a fun experience, whilst still encouraging language development. It helps them to develop and improve their social and communication skills also. It helps to create a multisensory learning environment for children, as it is both visually and physically engaging.   Children can express different emotions, as they explore different characters.  Children will be encouraged to socialise with others through turn taking but can still collaborate ideas. It encourages children to have an interest in reading and helps them to challenge their imagination. Story sacks can also encourage parents and children to build a stronger bond.  Students can be provided with the opportunities to tell real life stories, whilst using different emotions. Through children taking story sacks home, parents can enjoy time with the child whilst also encouraging reading. Each sack can have a main agenda to teach children life skills for example, going to the dentist. It could include a toothbrush, pretend drill and a chart for children to keep track of a brushing schedule which will encourage independence.  

As part of a seminar this week, we looked at how story sacks can be incorporated into learning methods. Children can take control of their learning and are able to express emotions through objects and stories. Children can create their own stories with unique ideas.  
References: 
  • Knight, S. (2009). Forest schools and outdoor learning in the early years. London: SAGE. 

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