Discussion:
This study aims to find out how the storytelling interactive approach impacts children’s
emotional vocabulary development among second language learners in an
international kindergarten. Overall results of the intervention were quite impressive and
answered my research question. The participants of this study were only the children of
the K2 classroom but were second-language learners of the English language. (Children
confidently used some emotional vocabulary in their daily conversation such as scared,
happy, and sad. The interactive approach has successfully assisted children to have
interactive participation in the activities and assisted me in helping them to learn
emotional vocabulary nicely. As the emotional development, emotional development
( it )involves understanding one’s emotions, gaining awareness of the emotions, and
regulating skills (Erickson, Elizabeth, 2018). Emotional learning helps children to
understand emotional experiences and grow a sense of self (Thompson, R. A., &
Lagattuta, K. H., 2006).)
Incorporating Elizabeth's (2018) research study, her research study illustrated that
storytelling assists children in understanding language that assists them in knowing
and learning emotions (Erickson, Elizabeth, 2018). This means that reading a storybook
to children to gain knowledge about emotions is one of the best ways since they can
gain knowledge of the language as well. Reading a storybook that allows children to
explore emotions used in daily life which could be used in daily communication such as
reading children a book called Jack and the Beanstalk, or We’re All Wonders these
books illustrate being kind and unique by showing the facial expressions of the
characters in the book. Which allows children to explore and understand the emotions.
As well as I had observed children in the classroom how children use emotional vocabulary to
communicate with each other about their inner feelings and what they think, I’ve come to know
that 4 children among 6 could understand and express their feelings nicely using the same
vocabulary being taught to them in the activities. Since 2 emotional vocabularies that were
being taught to them were easiest (scared, happy) children could use 2 of those vocabularies
daily and could read the facial expressions of the teacher e.g. when she’s angry the children
ask, “Are you angry, Miss Sohana?” which clearly illustrate that children can understand and
define the facial expression used by the educator.
COMMENTS
As for the discussion the highlighted Part 1 marked I did understand the content concept but the
sentence structure wasn't completed and varied . Also I marked the green highlighted where there are
double words which made the sentences not unstructured. And also, she didn’t put the references.
Overall, it is well-explained. I love how she has done research and put some in-text citations to support
the points.
First yellow highlight is the error of classification.
Second yellow highlight, make use of different words for expressing what the children gained.
For the last yellow highlight, there is a few grammar mistakes. It should be like this, I came to understand
that 4 out of the 6 children were able to understand and express their emotions effectively using the
emotional vocabularies that they were taught. These vocabularies, which are scary and happy, which
allows the children to be able to express themselves by using them.
● Sentences complete and varied 1
● Punctuation 2
● Capitalization 2
● Spelling 2
● APA citations 1
● Spacing or layout 1
● Content---clear and with good cohesive connections 1
● Grammar (verb tenses, plurals, prepositions, etc.) 1.5
● Academic tone and register (no contractions, abbreviations, cautious language as
needed)1.5
● Total marks =13 marks
Proofreading = Nabina (18011760)