Intonation in Storytelling and Role-Playing: Its Effects on Children’s Sharing Behaviours

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WASAYEF MOHAMMED ALBOUAINAIN

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This paper examines the relationship between toning and behaviour acquisition. It provides insight into the impact of the use of toning in storytelling and role-playing on the acquisition and modification of sharing behaviour in preschoolers aged 4–5 years. This research, which was carried out in Saudi Arabia with 23 Saudi children, is important because it provides the educational sector with three benefits: a) it increases the effectiveness of the educational process by offering toning as a teaching tool; b) it draws attention to the need to include the different uses of toning in the curricula of early years’ teachers’ professional development programmes; and c) it enriches language and clarifies meanings to achieve the desired goal of educational discussions. Structured observation and group interviews were used to collect the data during three stages: before, during and after an intervention. Structured observation was employed both before and after the intervention to measure sharing behaviour during playtime as well as used during the intervention to measure children’s reactions while listening to the story alongside a video. Group interviews were used during the intervention to obtain triangulation and to increase the research’s validity and reliability (i.e. to confirm the structured observation’s results). This research found that the use of toning in storytelling can help children acquire and modify their sharing behaviour. However, this study acknowledges that there is no significant relationship between toning in role-playing and behaviour acquisition in preschool children.

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