Using Stories To Improve Pupils’ Listening Skills Among Kindergartens Two (K G 2) Pupils At Anglican Primary School.
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Using Stories To Improve Pupils’ Listening Skills Among Kindergartens Two (K G 2) Pupils At Anglican Primary School.
Abstract
This study focused on using stories to improve listening skills in kindergarten two (K G 2) students at an Anglican primary school. The study’s overall population consists of 200 selected staff from selected primary schools in Accra, Ghana.
The researcher employed questionnaires to collect data. The descriptive survey research design was used for this investigation. The survey used 133 respondents, including headmasters, headmistresses, teachers, and junior staff. The acquired data were displayed in tables and analysed with simple percentages and frequencies.
Chapter one
Introduction
1.1 Background of the Study
Many Ghanaian children enter primary school by the age of six, and they are still in their early childhood years. According to the World Bank (2011), early childhood is the most rapid stage of human growth. Although each kid develops at their own rate, all children go through a predictable sequence of physical, cognitive, social, and emotional growth and change.
Physically, six-year-old children have improved their use of all body parts, resulting in improved gross and fine motor skills, as well as increased awareness of their body postures and motions. Socially, kids are particularly interested in their classmates’ opinions and talents, both for social comparison and to make new friends.
They also have strong emotional relationships to the most important persons in their lives, especially instructors. Emotionally, they are not adept in precisely understanding another person’s emotions, despite the fact that awareness of others’ emotions may contribute to a reduction in violent and disruptive actions among primary school children (Tornlinson, 2009).
Anthony (2014) observed that they are in the latter stages of Piaget’s preoperational period, which is when youngsters learn to utilise language.
Children’s thoughts and communications are usually egocentric (about oneself). Another important characteristic that children exhibit during this era is animism.
Animism is the concept that inanimate objects possess human emotions and intentions (McLeod, 2012). While part of this thinking truly sparks creativity, encouraging the development of a child’s schema (her foundation knowledge) surrounding animals and ecosystems is a good method to increase the child’s thinking and understanding of the world (Anthony, 2014).
Furthermore, because children in this age group are tangible learners (Thomlinson, 2009), learning should be supplemented with numerous 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 builds a solid basis for a lifetime and opens up a world of possibilities. Primary school literacy entails improving oral and written communication throughout all academic areas. Primary school students can develop literacy skills through instruction and practice in speaking, reading, writing, and listening (Grayson, 2013).
Listening is the process of receiving information through the sense of hearing and making sense of what is heard. Listening comprehension helps early children develop later reading comprehension (Jalongo, 2008). This could be why Brown (2012) argued that it is critical for a child to establish appropriate listening skills in order to cope with academic expectations at school and obtain adequate literacy abilities.
Listening skills assist youngsters in guiding their self-inquiry and discovering their own capabilities. Children that actively listen can absorb what they hear into their knowledge framework faster than their passive counterparts.
Tramel (2011) observed that children can improve their concentration and memory by developing effective listening skills. Listening is critical because, of all the language skills that young infants learn, listening is the one that develops first and is used the most frequently (Roskos, Christie, and Richgels, 2003).
Studies on children’s listening, both in and out of school, have suggested that listening accounts for 50 to 90 percent of their communication time (Wolvin and Coakely 2000; Gilbert, 2005). Listening is essential for a child’s survival, social, and cognitive development. (Wolvin, Coakley, 2000).
Listening comprehension is regarded as one of the most important predictors of long-term academic achievement (Brigman, Lane, and Switzer 2001). Isbell, Sobol, Lindauer, and Lowrance (2004), Gallets (2005), and Philips (2000) found that storytelling helps children develop their listening skills.
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