Vivian Paley and early childhood education

Vian Paley

The objective of this work is to examine how Vivian Paley's practice of 'sense and sensibility' in teacher inquiry is likely to be useful beyond the kindergarten classroom or, if you wish, beyond formal education.

Vivian Paley is known for her 'storytelling' curriculum as a basis for reading instruction. This is not so strange when one considers that the basis of reading is verbal language interaction, understanding and comprehension which begins at a very early age and forms the basis for reading.

The Storytelling Curriculum

The 'storytelling curriculum' of Vivian Paley "consists of two interdependent activities which are those of:

Dictation; and 2) Dramatization (Cooper, 2005)

According to Cooper (1995) it has "long been recognized for its impact on young children' psychosocial, language, and narrative development." Cooper relates that due to the educational policy of the present Washington administration:."..holistic, play-based curricula like storytelling are rapidly being replaced in early childhood classrooms across America by curricula aimed at specific sub-skills of the reading and writing process." Storytelling curriculum advances the goals of a "balanced approach to early literacy instruction, including oral language development, narrative form, and word study." (Cooper, 1995)

II. Cultural Diversity in the Classroom

According to Vivian Paley each individual brings their own "private collection of biases and limitations to the classroom" therefore engage in reflective self-analysis is a start in examination of the attitude of teachers toward the difference in ethnic, racial, gender and social class groups" (NWREL, nd) Culturally Responsive Teaching, the work located online NWREL states that: "A major goal of effective teaching is to make learning meaningful for individual children. In order to make sense of their experience children must see the connections between what they already know and what they experience in school and other settings. For example, a child who has had little experience with storybooks but who loves to tell stories and engage in dramatic play can be encouraged to act out a story that is read aloud. Increasing the continuity and congruence between children's home experiences and the school environment is particularly critical to the success of children from diverse cultures and social classes." (NWREL, nd)