IMPACT OF STORYTELLING IN CHILDHOOD ON FORMING AND DEVELOPING STUDENTS’ RESILIENCE

IMPACT OF STORYTELLING IN CHILDHOOD ON FORMING AND DEVELOPING STUDENTS’ RESILIENCE

NGUYEN THI HIEN katepsyedu@gmail.com The Vietnam Institute of Educational Sciences
NILE STANLEY nstanley@unf.edu University of North Florida -United States
Summary: 
Basing on the statistic unity and differences in childhood experiences with storytelling and its effects to the resilience ofpedagogical students from four countries: Vietnam, China, Germany and the US, the article points out cultural factors with influence to the use of storytelling in teaching, education and students daily life. The authors also analyse factors to raise awareness of pedagogical students, educators, researchers and parents about the role of storytelling as one of the useful means that contributes to forming personal resilience.
Keywords: 
Childhood storytelling
resilience
students
universities
Refers: 

[1] Nguyễn Thị Hiền - Stanley, Stanley, L. – Wang. Y, (2015), Resilience in language learners and the relationship to storytelling, Cogent Education, 2,1-16

[2] Hofstede, G., (1991), Cultures and organizations: Software of the mind, London: McGraw-Hill.

[3] Duke, M. L., Lazarus, A., & Fivush, R., (2008), Knowledge of family history as a clinically useful index of psychological well-being and prognosis: A brief report, Psychotherapy Theory, Research, Practice, Training, 45, 268–272.

[4] Nisbett, R. E., Peng, K., Choi, I., & Norenzayan, A., (2001), Culture and systems of thought: Holistic versus analytic cognition, Psychological Review, 108, 291–310.

Articles in Issue