| Title | Chapter 5: Storytelling for sustainable development in communities |
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| Contributor | Mariëtte Koen(editor) |
| DOI | https://doi.org/10.4102/aosis.2025.BK512.05 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/512 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Mariëtte Koen, Stef Esterhuizen, Pumla Matu & Skyler Pedro. Licensee: AOSIS (Pty) Ltd. The moral rights of the editors and authors have been asserted. |
| Publisher | AOSIS |
| Long abstract | Early childhood education (ECE) for sustainable development contributes to the holistic development of young children. In this chapter, guided by Seligman’s positive emotion, engagement, relationships, meaning and accomplishment (PERMA) model, we explore the utilisation of storytelling as an educational tool to support young children’s development. As we had opted for a qualitative method, our research design embraced the principles of participatory action learning and action research (PALAR). The research site included two early childhood centres situated in two separate informal centres in the Motheo district in the Free State province of South Africa. We employed purposive sampling, which entailed deliberately selecting eight participants who met the specific inclusion criteria stipulated in our research objectives. The data collection process involved action learning group (ALG) discussions, a workshop and reflective diaries. Subsequently, the data were analysed using thematic content analysis as proposed by Braun and Clarke. Integrity was ensured by applying Herr and Anderson’s quality criteria. The findings suggest that stories could play a role in the nurturing of both positive emotions and increased self-confidence. Stories, moreover, provide opportunities for engagement and could further establish and nurture relationships in communities. |
| Print length | 15 pages |
| Language | English (Original) |
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Hantie Theron is a senior lecturer at NWU in South Africa. Theron began her teaching career in 1983 and has over 33 years of experience as an educator in the Foundation Phase and for Learners with Special Educational Needs (LSEN). Her career includes roles as a pre-primary, primary and special needs educator, as well as positions such as Head of Department (HoD) and Principal. In 2016, she transitioned to a lecturer role at the Faculty of Education at NWU. Currently, Theron serves as the Academic Teaching Practice (TPRAC) WIL Coordinator for Grade R Diploma students and has previously been the programme leader for the same initiative. Additionally, she has represented and coordinated the national Transformative Pedagogy Early Childhood and Care (TPEC) Project at NWU. Her research interests focus on sustainable literacy development in young children through storytelling and on supporting learners on the autism spectrum. Theron has published accredited book chapters and articles and has presented at both national and international conferences.
Mariëtte Koen is a South African academic specialising in educational psychology and ECD. At the time of conceptualising and contributing to this publication, Koen served as the Acting Research Director of COMBER at NWU, South Africa. She holds a PhD in the Psychology of Education and possesses extensive qualifications in teaching and learning in higher education, African languages and remedial teaching. Her expertise focuses on the holistic well-being of children aged 0–9, encompassing their social, physical, emotional, psychological, cognitive and spiritual development. Koen strongly advocates for participatory research methodologies, particularly participatory action learning and action research (PALAR), andemphasises community-driven approaches to educational transformation. Through her leadership at COMBER, she contributes to research that supports sustainable development in southern Africa by fostering collaborative knowledge creation with and for communities.