A Study of the Effect of Guided Imagery in Creative Storytelling of Kindergarten Students

The purpose of this study was to determine if kindergarten students would use more sensory details in their creative storytelling when provided guided imagery lessons and whether or not there was a difference between boys and girls and the oldest and the youngest students in their response to guided imagery. The data was gathered from nine weeks of dictated creative stories of 30 kindergarten children. An experimental group of 15 students received guided imagery lessons prior to creative storytelling. The control group of 15 students did not receive the guided imagery, but was given the same creative storytelling assignment. A count of sensory details was taken which resulted in a raw score for each student for each assignment. The raw scores were then converted to mean scores. The analysis of data revealed that students who received the guided imagery lessons prior to creative storytelling used more sensory details per student than girls, and that the oldest students used the most sensory details in their creative storytelling. The conclusion drawn from this study was that guided imagery prior to storytelling produced more detailed stories from kindergarteners.

Name thesis:degree_name

Master of Science in Education in Elementary Education

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Childhood Education and Family Studies

Year

1987

Author dc:creator

• Moore, Karla Kay

Contributors dc:contributor

• Darrell Roubinek

• Elementary Education and Teaching

Statement dc:rights

• © Karla Kay Moore

Repository record dc:identifier

https://bearworks.missouristate.edu/theses/488

OAI identifier oai:identifier

oai:bearworks.missouristate.edu:theses-1489