Another key feature which children display during this stage is animism.Īnimism is the belief that inanimate objects have human feelings and intentions (McLeod, 2012). Children’s thought and communications are typically egocentric (about themselves). Intellectually, Anthony (2014) noted that they are in the latter phase of Piaget’s preoperational period, the time during which children learn to use language. Emotionally, they are not good in understanding accurately another person’s emotions as awareness of others emotions may play a role in the reduction of aggressive and disruptive behaviours among primary school children (Tornlinson, 2009). Also, they have close emotional attachments with the pivotal adults in their lives including teachers. Socially, they are very interested in their peers’ opinions and abilities, both for social comparison and for the sake of making friends. Physically, six year old children have improved use of all their different body parts which allows for better gross and fine motor skills and they are more aware of their body positions and movements. Although individual children develop at their own pace, all children progress through an identifiable sequence of physical, cognitive, social and emotional growth and change. According to World Bank (2011), early childhood period is the most rapid period of development in human life. Many Ghanaian children begin primary education by age six and these children are still in their early childhood period. The data collected were presented in tables and analyzed using simple percentages and frequencies A total of 133 respondents made up of headmasters, headmistresses, teachers and junior staff were used for the study. Descriptive Survey research design was adopted for this study. The researcher used questionnaires as the instrument for the data collection. The total population for the study is 200 selected staffs of selected primary schools in Accra, Ghana. This study was on Using stories to improve pupils’ listening skills among kindergartens two (K G 2) pupils at Anglican primary school. Thank them for listening.Chapter 1-5 – USING STORIES TO IMPROVE PUPILS’ LISTENING SKILLS AMONG KINDERGARTENS TWO (K G 2) PUPILS AT ANGLICAN PRIMARY SCHOOL.Ĭlick here to Get this Complete Project Chapter 1-5 “Pushing creates counter-resistance.” –Murray Nossel It’s so much more physical than just hearing what’s going on.” –Park Howell It’s being there and reading body language. “Listening isn’t just listening with your ears. “Listening is the air that stories breath.” –Murray Nossel “The most important component in a story is its reciprocal relationship with listening” –Murray Nossel Techniques to strengthen your listening muscles.How to help your audience overcome their listening obstacles.How to identify the outside factors that could be affecting your listening.Find out how you can be a better story listener and expand your influence as a leader. If you’re struggling to get your audience to listen, he’ll show you how to gain your audience’s full attention. He is the co-founder of Narativ and the author of Powered by Storytelling: Excavate, Craft, and Present Stories to Transform Business Communication. Murray Nossel is a guru when it comes to listening. Most people don’t realize that it’s actually more important to develop story listening skills if you ever what to become a solid storyteller. How many times have you tried to present something, only to find that people are on their phones? Staring out the window? Answering emails on their laptops? But few people realize that great storytelling actually starts with listening. The most powerful way to connect with your people and move them to action is by engaging them in a well-told story. Murray Nossel, Founder of Narativ & Author #158: Why Story Listening is More Powerful Than Storytelling #158: Why Story Listening is More Powerful Than Storytelling
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