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EARLY CHILDHOOD EDUCATION PROJECTS

USING STORIES TO IMPROVE PUPILS LISTENING SKILLS

USING TO IMPROVE PUPILS LISTENING SKILLS

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USING STORIES TO IMPROVE PUPILS LISTENING SKILLS

Abstract

The purpose of this study was to use stories to improve the listening abilities of kindergarten two (K G 2) students at an Anglican primary school. The study's entire population consists of 200 staff members from several primary schools in Accra, Ghana.

The researcher collected data using questionnaires as the instrument. This study used a descriptive survey research approach. The survey included 133 respondents, including headmasters, headmistresses, teachers, and junior employees. The acquired data was organised into tables and analysed using simple percentages and frequencies.

One

Introduction

1.1 Background Of The Study

Many Ghanaian children start primary school at the age of six, and these children are still in their early childhood. According to the World Bank (), the early childhood period is the most rapid era of human growth.

Although each kid develops at his or her own speed, all children go through a predictable sequence of physical, cognitive, social, and emotional growth and change.

, six--old children have enhanced use of all of their body parts, allowing for stronger gross and fine motor skills, as well as increased awareness of their body postures and motions.

They are socially engaged in their classmates' ideas and abilities, both for social comparison and to make friends. They also have strong emotional bonds with important adults in their lives, such as teachers. Emotionally, they are not adept at precisely interpreting another person's feelings,

which may have a part in the reduction of aggressive and disruptive behaviour among primary school children (Tornlinson, 2009). Intellectually, Anthony (2014) remarked that they are nearing the end of Piaget's preoperational period, which is the time when youngsters learn to utilise language.

Children's thoughts and communications are frequently egocentric (concerning themselves). Animism is another important characteristic that children exhibit throughout this era.

McLeod (2012) defines animism as the notion that inanimate objects have human sentiments and intentions. While some of this thinking truly fosters creativity, fostering the development of a child's schema (her foundation knowledge) surrounding animals and ecosystems is an excellent method to increase the child's thinking and understanding of the world (Anthony, 2014).

Also, because children of this age are tangible learners (Thomlinson, 2009), learning should be supplemented with a variety of pictures or real-world objects in the classroom.

One of the goals of primary education in Ghana is to instill permanent literacy and effective communication skills (FGN, 2004).

Literacy establishes a solid foundation for a lifetime of opportunities. Literacy in primary school entails improving oral and written communication skills in all academic areas.

Literacy skills can be learned in primary school through instruction and practise in speaking, reading, writing, and listening (Grayson, 2013). Listening is the process of receiving information through the sense of hearing and interpreting what is heard.

Listening comprehension lays the groundwork for later reading comprehension in young children (Jalongo, 2008). This could be why Brown (2012) believes it is critical for a child to establish appropriate listening skills in order to cope with the academic demands of school and to obtain adequate reading abilities.

Listening ability assists youngsters in guiding their self-inquiry and discovering their own possibilities. Active listeners can absorb what they hear more quickly into their knowledge framework than passive listeners. Tramel (2011) noticed that children can improve their concentration and memory when they develop good listening skills.

Listening is critical because, of all the language skills that young children learn, listening is the one that develops first and is practised the most (Roskos, Christie, and Richgels, 2003).

According to studies on children's listening, both in and out of school, listening accounts for between 50 and 90 percent of children's communication time (Wolvin and Coakely 2000; Gilbert, 2005).

Listening is essential for a child's development of other skills, such as survival, social, and cognitive abilities. Wolvin and Coakley (2000, p. Listening comprehension is regarded as one of the most predictive qualities of long-term academic achievement (Brigman, Lane, and Switzer, 2001).

Isbell, Sobol, Lindauer, and Lowrance (2004), Gallets (2005), and Philips (2000) discovered that storytelling enhances children's listening abilities in their studies.

Despite the numerous benefits of teaching children to listen, an examination of the teaching and learning activities in our primary schools indicated that it is not given appropriate attention.

According to Smith (2003), despite the fact that listening is the most commonly utilised language ability, it is the one that is taught the least in the classroom.

Listening may have been neglected or poorly taught due to the misconception that it is a passive skill and that simply exposing learners to spoken language provides appropriate education in listening comprehension (Call, ).

What many people don't realise is that stories with images are essential for teaching toddlers to listen. Tales and stories are helpful and valuable listening tools for children to build both their first and second language listening comprehension and literacy (Zevenbergenn and Whitehurst, 2003).

(Mello, 2001) Storytelling is one of the oldest means of expressing ideas and imagery. Young children in traditional African civilizations were given stories by their parents, grandparents, uncles and aunts. Folktales, according to Omoleye (1977), played an essential role in Nigerian community life.

Despite the fact that the stories were unwritten, they have been passed down through generations without losing their uniqueness. As vital as storytelling is for young children's education, it is not given appropriate attention in primary schools (Mello, 2001; Philip, 2000).

It has been observed that children spend more time with media and less time listening to stories because parents are so busy that they no longer have time to read bedtime stories to their children (TalkTalk Group, 2011), preferring their children to spend their evenings watching television and playing games (Paton, 2012).

Statement Of The Problem

(Mello, 2001) Storytelling is one of the oldest means of expressing ideas and imagery. Young children in traditional African civilizations were given stories by their parents, grandparents, uncles and aunts.

Tales and stories are helpful and valuable listening tools for children to build both their first and second language listening comprehension and literacy (Zevenbergenn and Whitehurst, 2003). Folktales, according to Omoleye (1977), played an essential role in Nigerian community life.

Despite the fact that the stories were unwritten, they have been passed down through generations without losing their uniqueness. As vital as storytelling is for young children's education, it is not given appropriate attention in primary schools (Mello, 2001; Philip, 2000).

It has been observed that children spend more time with electronic media and less time listening to stories because parents are so busy that they no longer have time to read bedtime stories to their children (TalkTalk Group, 2011),

preferring their children to spend their evenings watching television and playing games. Based on this, the researcher wishes to explore Using tales to improve students' listening skills in kindergarten two (K G 2) students at Anglican primary school.

Objectives Of The Study

The objectives of the study are as follows:

To test if stories improve students' listening abilities in kindergarten two (K G 2) at an Anglican primary school.
To investigate the impact of gender on the listening abilities of kindergarten two (K G 2) students at an Anglican primary school.

To determine the impact of stories on students' academic achievement.

Research Hypotheses

The following items have been proposed for testing:

H0: Stories do not improve listening abilities in kindergarten two (K G 2) Anglican primary school students.

H1: Stories increase listening skills in kindergarten two (K G 2) students at an Anglican primary school.

H0: There is no effect of stories on students' academic achievement.

H2: Stories have an effect on students' academic achievement.

Significance Of The Research

The study will be very important to Ghanaian students and the Ministry of Education. The study will provide a clear understanding of the Using tales to improve students' listening abilities among kindergarten two (K G 2) students at Anglican primary school. The study will be used as a resource for other academics who will be working on a similar problem.

Scope and Limitations Of The study

The study's scope includes Using stories to improve students' listening abilities in kindergarten two (K G 2) at an Anglican primary school. The researcher confronts various limits that limit the scope of the study, which are as follows:

The researcher's research material is insufficient, restricting the scope of the investigation.

The study's time span does not allow for broader coverage because the researcher must balance other academic pursuits and examinations with the investigation.

Inadequate funding tends to limit the researcher's efficiency in locating relevant materials, literature, or information, as well as in the data collection method (internet, questionnaire, and interview).

Term definitions

A fairy tale, fairytale, wonder tale, magical tale, fairy story, or Märchen is a folklore genre in the form of a short story.

Listening: The active activity of receiving and responding to spoken (and occasionally unspoken) messages is known as listening. Listening is more than just hearing what the other person in the conversation is saying.

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