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    Thestoriesofciroandbeba PDF

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    Thestoriesofciroandbeba PDF

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    Thestoriesofciroandbeba PDF

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    of 8

    THE STORIES OF CIRO AND BEBA

    How to enhance conversation with toddlers


    on emotions

    Veronica Ornaghi
    Alessia Agliati
    Ilaria Grazzani

    Università degli Studi di Milano-Bicocca


    Fronteretro, Milano
    THE STORIES OF CIRO AND BEBA

    How to enhance conversation with toddlers


    on emotions

    ***

    Veronica Ornaghi
    Alessia Agliati
    Ilaria Grazzani

    Università degli Studi di Milano-Bicocca


    Fronteretro, Milano
    Editing and Layout
    Veronica Ornaghi

    Authors
    Veronica Ornaghi, Alessia Agliati and Ilaria Grazzani

    Language advisor
    Clare O’Sullivan

    Cover Design
    Francesca Piralli

    Illustrations
    Francesca Piralli

    _____________________

    ‘R. Massa’ Department of Educational Human Sciences


    University of Milano-Bicocca

    © 2014 Fronteretro
    Milano

    ISBN: 978-88-909547-2-6
    Index

    Introduction 1

    1. The dark is scary……………………………………………..………………… 6

    2. It’s Ciro’s birthday: he’s so happy!…………………….……………..…… 10

    3. Beba gets mad at the beach…………………………………………………. 15

    4. Where’s the car? Ciro is sad………………………………………………... 20

    5. I’m scared! What’s that noise?…………………………………………..….. 26

    6. We’re happy ’cos we’re going to the pool!……………….………………. 30

    7. I’m really mad!……………………….…………………………………………. 35

    8. Beba is sad………….…………………………………………………………… 41

    About the authors……………………………………………………………… 46


    Introduction

    This book contains a collection of stories especially written for children


    of 2-3 years, a crucial age for linguistic development during which the
    child acquires a range of basic lexical, grammatical, syntactic and
    semantic competences that will enable it to fully participate in its own
    linguistic and cultural community.

    The main characters in the eight short stories making up The Stories of
    Ciro and Beba are two rabbits who get caught up in a series of “exciting
    situations” that make them scared, happy, angry and sad. Each story
    follows a classical story schema: after a brief introduction, a
    problematic situation eliciting a particular emotion occurs, and action
    is undertaken to solve the problem. For example, in Beba gets mad at
    the beach, the main character loses her temper because a cheeky bear
    cub snatches her bucket; with Ciro’s help, the conflict is resolved and
    the story ends happily with all three characters playing together. Thus
    the dimension of cooperation and mutual assistance also features in
    each of the stories, as the means of resolving the key issue in each
    scenario.

    Furthermore, the story texts boast a rich psychological lexicon (Bartsch


    & Wellman, 1995) that differentiates them from those most commonly
    used with or aimed at early childhood audiences. The psychological
    terms in these stories are primarily emotional (gets mad, is scared, is
    surprised, is happy, and so on), but also include expressions of
    perception (they can’t see anything), volition (that train I really wanted)
    and cognition (e.g., decide) as in The Stories of Jack and Theo (Ornaghi
    & Grazzani, 2013).
    Exciting stories and the development of socio-emotional
    competence
    How to read the book with toddlers: the conversational activity

    On the basis of our research conducted at day nurseries for infants and
    toddlers (Agliati, Grazzani, & Ornaghi, 2013), we have developed an
    innovative format for reading stories to groups of young children. This
    procedure, summarized in the table below, comprises four phases: the
    creation of a suitable context in which to introduce the activity, the
    reading of a story, conversation about the emotion thematized in the
    story and a windup stage.

    STEPS ACTIVITY

    INTRODUCTION The children are settled in a


    suitable space and the reading
    material prepared.

    STORY READING A story from The Stories of Ciro and


    Beba is read aloud to the children.

    CONVERSATION The educator initiates a


    conversation among the children,
    using the story just read as the
    starting point for the discussion,
    and asking specific stimulus
    questions about the target
    emotion.

    WIND UP The educator summarizes the


    discussion and winds up the
    session.

    The crucial element of the procedure is the conversation about


    emotions, conducted with small groups of young children. Specifically,
    the moderator of the conversation draws on the story content to focus
    on the three main aspects of the construct of socioemotional
    competence (Denham, 1998; Grazzani & Ornaghi, 2011), namely the
    expression, comprehension and regulation of emotion, as well as on the
    dimension of altruistic cooperation (Tomasello, 2009). The stimulus
    questions, of which some examples are reported in the table below, are
    designed to encourage the participation of all the children, giving them
    the opportunity to “narrate” situations in which they themselves, their
    family members or friends, or familiar cartoon or story characters, have
    experienced the emotion being discussed.

    SOCIO-EMOTIONAL EXAMPLES OF HOW THE


    COMPETENCE CONSTRUCT CONVERSATION MAY BE LAUNCHED
    (STIMULUS QUESTIONS)

    EMOTION EXPRESSION …and what face do you make


    (both verbal and non- when you are mad?
    verbal indicators of
    emotion) …when we are happy we can
    also say that we are pleased …
    or delighted …

    EMOTION UNDERSTANDING …do you get mad too if


    (appreciating the causes somebody takes your toys?
    of emotion) …Ciro was sad because ….

    EMOTION REGULATION …is there something you do so


    (acting to control as not to feel so sad?
    emotion)

    COOPERATION AND HELP Did you see how nice it was of


    (positive social behavior) Ciro to help Beba?

    …And Sara, do you help Elisa


    too, when she has a problem,
    when she is crying? ….

    This procedure, which may seem unusual for use with toddlers, acts a
    stimulus to foster and accelerate the development of linguistic abilities.
    Furthermore, given its focus on the emotional dimension of the story
    characters, it enhances children’s ability to reflect on internal states,
    and on the relationship between private experience and manifest
    actions and behaviours, as well as on individual differences in
    emotional experience and outward behavior (Reddy, 2008; Hughes,
    2011). The same stories, read aloud and followed by conversation about
    emotions, may also be successfully used with older preschool children.
    References

    Agliati, A., Grazzani, I. & Ornaghi, V. (2013). Promoting toddlers’ emotion


    socialization: the use of emotional-state language at nursery school. Paper
    presented at the 16th European Conference on Developmental Psychology,
    Lausanne.
    Astington, J., & Baird, J. (Eds., 2005). Why language matters for theory of mind.
    Oxford: Oxford University Press.
    Bartsch, K. & Wellman, H.M. (1995). Children talk about the mind. Oxford: Oxford
    University Press.
    Denham, S. (1998). Emotional development in young children. New York: The Guilford
    Press.
    Grazzani, I., & Ornaghi, V. (2011). Emotional state talk and emotion understanding: A
    training study with preschool children. Journal of Child Language, 18(5), 1224-
    1239.
    Hughes, C. (2011). Social understanding and social lives. New York: Psychology Press.
    Ornaghi, V., & Grazzani, I. (2013). The stories of Jack and Theo. How to enhance
    conversation on mental-state terms through language games. Milan: Fronteretro.
    Reddy, V. (2008). How infants know minds. Cambridge: Harvard University Press.
    Tomasello, M. (2009). Why we cooperate. Cambridge: the MIT Press.

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