Narrative Structures in Digital Storytelling for Young Learners: A Case Study in Writing for Inclusion

Abstract

The chapter is devoted to highlighting the features of the use of storytelling with children as a means of improving their well- being within the framework of the Writing for Inclusion project. Relevance. The relevance of the topic is beyond doubt given the ever- increasing need to find the latest methods and technologies for ensuring the well- being of children, children with special needs, overcoming their traumatic experience and realizing their productive integration into the social environment. Purpose of the chapter. The purpose of the chapter is to present the results of the use of narrative structures in the storytelling by children during the implementation of the Writing for Inclusion project. Methods and methodology. The pupils were illustrated with several story readings and videos, showing stories where they could observe different characters living situations in which they were confronted with inclusion or non- inclusive situations. This task was developed in the 4th level of Primary Education, which means that the story creators were children aged 10 and 11 years old. After the stories were presented to the children, they had to create their own stories related to the theme of inclusion, using teacher interaction and brainstorming. The method of working in small groups of four people was applied. They divided the story writing into 12 sessions, performing tasks related to caring and sharing, creating collaborative stories, creating a setting, creating the characters, creating dialogues, creating the plot, writing the story and creating the animated stories. The writing of stories was accompanied by the use of technical means. Analysis of the results. A total of 22 stories were created among 160 pupils in 4 schools. The created stories represent different options for children’s understanding of the inclusion topic, helping children with special needs. The analysis of the stories included the elaboration of the images of the heroes, characters and elaboration of the plot of the story. All stories demonstrate the children’s deep understanding of the topic of inclusion and their involvement in the process of integrating a child with special needs into the educational environment. Writing stories and using narrative analysis gives a fairly clear understanding of children’s perception of a person with special needs integration process. The use of storytelling is an effective method of including the child in the issues of inclusive education. This format allows the child to come up with his story in a psychologically safe format and to form appropriate attitudes towards the realization of care and safety.