Haden Catherine A, Melzi Gigliana, Callanan Maureen A
Department of Psychology, Loyola University Chicago, Chicago, IL, United States.
Department of Applied Psychology, New York University, New York, NY, United States.
Front Psychol. 2023 Feb 23;14:1096833. doi: 10.3389/fpsyg.2023.1096833. eCollection 2023.
There is growing interest in stories as potentially powerful tools for science learning. In this mini-review article, we discuss theory and evidence indicating that, especially for young children, listening to and sharing stories with adult caregivers at home can make scientific ideas and inquiry practices meaningful and accessible. We review recent research offering evidence that stories presented in books can advance children's science learning. Nonetheless, most of this work focuses on middle-class European-American U. S. children and involves narrative story books. Given the national imperative to increase Latine representation in STEM education and career pursuits in the U. S., we argue that it is vital that we broaden the definition of stories to include oral narrative storytelling and other conversational routines that Latine families engage in at home. Cultural communities with firmly rooted oral traditions, such as those from Latin American heritage, rely frequently on oral storytelling rather than book reading to convey world and community knowledge to young children. Therefore, we advocate for a strengths-based approach that considers Latine families' everyday practices around science and storytelling on their own terms instead of contrasting them with European-American middle-class practices. We offer support for the view that for young children in Latine communities, culturally relevant oral practices, including personal narrative storytelling, can engender significant opportunities for family science learning at home.
作为科学学习的潜在有力工具，故事正越来越受到关注。在这篇小型综述文章中，我们讨论了理论和证据，表明尤其是对于幼儿来说，在家中与成年照顾者倾听和分享故事可以使科学概念和探究实践变得有意义且易于理解。我们回顾了最近的研究，这些研究提供了证据表明书中呈现的故事可以促进儿童的科学学习。尽管如此，这项工作大多集中在美国中产阶级的欧美儿童身上，并且涉及叙事故事书。鉴于美国在科学、技术、工程和数学（STEM）教育及职业追求中增加拉丁裔代表性的国家紧迫性，我们认为至关重要的是，我们要拓宽故事的定义，将口头叙事故事讲述以及拉丁裔家庭在家中进行的其他对话惯例包括在内。有着根深蒂固口头传统的文化社区，比如那些有拉丁美洲血统的社区，经常依靠口头故事讲述而非读书来向幼儿传授世界观和社区知识。因此，我们提倡一种基于优势的方法，这种方法按照拉丁裔家庭自身的方式来考虑他们围绕科学和故事讲述的日常实践，而不是将它们与欧美中产阶级的实践进行对比。我们支持这样一种观点，即对于拉丁裔社区的幼儿来说，包括个人叙事故事讲述在内的与文化相关的口头实践可以为家庭在家中的科学学习带来重要机会。
