by Sonia Semana 

One of the oldest methods to transmit information is through stories. At the Child Development and Educational Studies Laboratory School at Fullerton College, we use the process of storytelling to learn about what the children are thinking. Storytelling has permitted us to truly get to know and see the child. Children have powerful stories to share, but it can only happen if the adult is willing to listen. The most important piece is to provide a space where children feel free to create stories. 

Storytelling has such a powerful humanistic quality that connects us and allows us to see each other. Our interest in storytelling grew when we noticed the way storytelling amongst a group of children created a sense of vulnerability, community, resiliency and trust. At the Child Development and Educational Studies Laboratory School this year, we decided to pay close attention and analyze storytelling amongst a group of children ages 2-5. We found out, through play, children are always sharing their personal narratives. Since much of their storytelling was through the vehicle of play, we began to use the language of storyplay to study the children’s stories. 

Storyplay involved much more than creativity. It also involves vulnerability. 

One of our teachers shared a story with us that took place outdoors. He recalled a child working with blocks and pinecones or “loose parts.”  The child started to share a story about how a person lived in two homes. The child, manipulating these pieces of small wood and gems, shared that sometimes this little piece of wood can stay in one home and sometimes she can stay in another home. As the child continued to tell her story, the teacher took the opportunity to write the child’s words down. The teacher did not ask too many questions, but simply allowed the child to tell her story. What made this experience so valuable was the space provided to share a story through the vehicle of play. To the child they were simply telling a story about a person living in two homes, but to the teacher listening to the story he knew there was much more at play. 

Children share personal stories that can help the adult understand how they interpret the world. Storyplay is not something new. Most of our inspiration came from our study of Vivian Gussin Paley’s work. What we have learned about storyplay is that we must provide the space for stories in our classrooms. As educators at the Child Development and Educational Studies Laboratory School, we have built a culture around the value of honoring children. Storyplay is something anyone can do.