Subrina Samaroo
12-8-11
Research Paper Rough Draft
Dr. Chandler
Have you ever walked into a classroom while a teacher was reading a story to the students? What kinds of things would one observe the students doing while the story is being read? Many times the students are sitting in a circle on the carpet or in the reading corner listening and looking at their teacher. However, how can teachers tell if the students are actually understanding and comprehending the stories being read to them? Is there a skill that teachers can implement while reading that students can do to show his or her understanding of the material? Here is something to think about, during story time many students like to picture the characters, setting, and even the plot in their heads. So what if teachers have students put these pictures on paper what affect could this have on the children in terms of literacy? In other words, how do picture drawings influence how children remember or interpret text from stories?
If I were to attempt a hypothetical research experiment for this focus there are many things that I would need to consider. First I would need to come up with a specific focus question which is stated is the above paragraph. It states, how picture drawings influence how children remember or interpret text from stories. This is the question I would base all my research on because it is what I am trying to answer. There is already much research being done in our society on what effects storytelling has on children. For example, one can find numerous articles and essays about how reading to children when they are young helps them become better readers as adults. Or articles on the why reading to children is important for their development as they grow into young adult. However, it can be difficult to find research on how children can contribute to story time and how the students interpret the stories. Just like adults, students have their own opinions and like to use their creativity and imagination. In an article written by Amy MacDonald she states, “What is often overlooked is that the children, who live this experience, and their interpretation of events, may be vastly different from that of their parents and teachers.” (MacDonald, 40) My research project backs up this point by Amy MacDonald because I would like to get the child involved in my in the experiment. It is very important that children know that their ideas and viewpoints matter, as well as they have a voice in every aspect of their own learning. I believe that is the most essential part of my project.
There are two main things that I would like to accomplish from my research project. The first is being able to help teachers find a new way to get students to interact and be interested in stories. In many classrooms, story time starts out great with everyone listening attentively and very eager to see what will happen next. However, sometimes half way through the book students begin to get bored and start to wander. This can cause distractions for the teacher as well as other students, and in some situations could put an end for story time for the day. From my project, teachers can engage the students attention to description of characters, setting, and plot and explain that there drawings have to reflect upon the descriptions. This can help to keep the children interested and help them to pay attention.
The second thing I would like to accomplish from my project is to have picture drawings be a help for children to interpret or remember the stories. Having the students draw their own pictures can help them remember the sequence of events that took place in the story. For example, after drawing pictures for the fairytale Cinderella a child might say, “I remember that Cinderella had to home for the ball at 12 o’clock because I drew a picture of a clock with the number twelve.” Here it is seen that the child was able to interpret what time Cinderella had to be home from the picture he or she drew.
In order to carry out my research project, the first thing I will need to do is figure out what research methods I should use. My thinking behind what research I would choose would be based on the following actions to get answers to my question. I would need to go to more than classroom setting while a teacher uses the skill from my focus question with the students. I would need to observe what children do as well as the teacher, speak with a variety of educators, numerous students, and then analyze the results I come up with.
Based upon the steps I would have take to put my plan into action the first research method I would use is ethnography. As an ethnographer, not only will have to be an observer, but I would also be a part of the observation. So after getting all the necessary paperwork done, I would do my observations in a classroom setting with a group of five to ten kindergarten students. The story I would to read to them is called I Can Read With My Eyes Shut, by Dr. Seuss. While reading I will observe the students actions, what they say, what they do, and how they interpret the story through drawing.
A big part of using ethnography is taking notes. Since one of the main points in my focus question was about the pictures children draw, I would have to analyze and do note taking on the pictures. From the pictures there are a variety of things I should look for and interpret. For example, I can analyze the colors, sizes, and positions that children choose to incorporate with their pictures. Then I ask myself questions such as why did the student use a certain color, or why did he or she make one character bigger or smaller than another? Also I can analyze the content of their pictures and how it relates to the story I read in class. Did the child draw the most important parts of the story? Or why did he or she think one event was more important to draw than another?
The second research method I think is important and connects well to ethnography would be interviewing. I would conduct two sets of interviews; the first will be an active interview with two kindergarten teachers. Both subjects will be asked the same set of questions consisting of what book did you decide to read to your class? What kinds of pictures did the students draw? How did the pictures relate to the story? What kind of reactions did you get from the kids? Do you think picture drawing is an effective strategy to help children interpret and remember stories? After getting the answers from the participants I would take time to compare and contrast what each had to say. This way I can get a clear understanding as to if my subjects had somewhat similar or complete different responses.
The second interview would be with two kindergarten students who have used the picture drawing skill in their classroom. Once again I would ask a series of questions such as, what story did the teacher read? What did you draw a picture of? Why did you use a certain color or place objects in certain places? Did you like drawing pictures? Would you like to do it more often?
