Integrating storytelling into environmental education

Abstract

This dissertation will focus on storytelling with children about environmental issues. This area has not been well studied locally. As Zipas (2004) mentioned, storytelling is a tool for “creative thinking” and “creativity” and thus “they [the children] will become more responsible citizens of the world” (p.59). The study investigated three main areas; (a) the policies and strategies the teacher implemented in the classroom about environmental issues, (b) the children's knowledge about environmental issues before storytelling, (c) the effect this activity has on children after reading an environmental story with year 3 children. The study also investigated the Heads of schools’ comments on the environmental policies and strategies that they incorporated in their school. Interviews were used with the Head of schools and the teachers. Moreover, focus groups before the storytelling lesson were used to analyse what the children knew about the environment. After the storytelling lesson, the children participated in another focus group to analyse the effectiveness of the story. Results show that teachers implemented strategies with their class to create environmental awareness. Additionally, the Heads of schools also mentioned the introduction of environmental policies and how the staff and children reacted towards these strategies. Moreover, the children seemed to be aware of environmental issues before the storytelling lesson, however, after the storytelling lesson, the children elaborated on certain environmental issues.