Through Storytelling
into Children's Culture - Results of Networking in Somersault Ride
Liisa Karlsson
National Research and Development Centre for Welfare and Health (STAKES).
Reports 241. Helsinki 1999. ISBN 951-33-0839-1.
Abstract
The child has the right to safe and active participation, learning
and play (the UN Convention on the Rights of the Child, 1989). It is
only seldom however that children have an opportunity to express their
thoughts and initiatives or to influence matters concerning them. This
state of affairs is apparent in all fields. Children are treated as
objects in the media, statistics, societal decision-making, research -
even in upbringing and teaching, which support children's development.
This report explores the factors affecting children's advantageous
position, examines the factors improving the child's position as an
actor and analyses the obstacles to the enhancement of children's
position. In addition, the report studies the various operational
cultures of children and people who work with them.
The report analyses a method developed to improve children's
participation and consideration for them. The study discusses the
introduction and development of the so-called storytelling method as
well as its effects on improving children's position. The method has
also been proven a good tool in developing the work done by
professionals. The project under examination, Storyride, had thousands
of children as participants, whose ages varied between 8 months and 15
years, as well as hundreds of professionals working with children, e.g.
in day-care centres, schools, special education, children's homes,
maternity clinics, libraries, youth work and clubs.
It turned out that the professionals regarded the storytelling method
as an excellent aid to their work. The workers considered the method
easy to use and adopt in different situations among children. While
the storytelling method is basically simple, it had an impact on many
things. The study showed that the method promoted children's
possibilities to take the initiative and participate in planning and
carrying out daily activities. Children's own narratives led to a
situation where they spontaneously learnt many things, such as reading
and writing. There was interactive dialogue between children and
adults. Through the method, the professionals received information
about the children they worked with. The professionals using the
method changed their minds about work with children, a fact that led
to a change in children's position in the institution.
The storytelling method was also about communication between children
through their own culture. Story correspondence created a framework
for exchange of ideas within the unit. In addition, the children were
in contact with other children whom they did not previously know, also
at an international level.
The Storyride project documented children's own culture, especially
that of small children, a topic seldom recorded or studied. The
activities in the Storyride project resulted in the emergence of
children's culture in public, professionals' awareness and research.
The files incorporate some 5,000 children's narratives and drawings.
Children's culture was published as books, magazines, videos and a
television series. The project received wide coverage in the news, and
over ten studies were published on it.
The storytelling method was developed as a result of the work done in
the network of professionals, the Somersault Ride Network. Established
in 1992, the network has now expanded to a development centre network
operating in 15 localities. Each development centre has its own
network, encompassing several municipalities in Finland and also other
countries. In addition, the development centres collaborate with
several universities. Each centre has its own approach to developing
work with children and parents. The focal areas include
multiprofessionalism, working together, project learning and safe
upbringing. The development centres are linked by joint projects, such
as the Storyride project, small children's nature and mathematics
project (Luma) and international co-operation.
This report discusses the common elements of networking and compares
them, analysing the elements that a new and feasible co-operative
network is made of, how it is organised and how the activities are
structured through the common substance of networking. Active exchange
of ideas and reflection by professionals turned out to be highly
important for everybody in developing their work. The study showed
that networking combined practical experience and knowledge emerging
from everyday situations with theoretical knowledge, forming a unique
entity. This intertwinement of ideas promoted the development of
activities in general and research associated with children.
The work done in the Somersault Ride network proved to be highly
important and innovative. At a provincial level, negotiations have
been ongoing to expand the network to every Finnish municipality.
Networking improved not only the position of children but also
co-operation with families, and it enhanced concrete and
multiprofessional activities.
The results of this networking can be utilised in e.g. children's day
care, schoolwork, work done at maternity clinics, libraries, youth
work, clubs, hospitals, children's homes, among immigrants and in
special education and upbringing. Moreover, networking created new
working models and approaches for developing professional work
spontaneously and jointly and for establishing networks and
co-operative models. The results of networking have an important role
in improving work with children both in Finland and internationally.
Key words: early education, pre-school education, school,
children's culture, children's initiative, story, storytelling method,
networking, collaboration, further education.
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