Volume 15

EXAMINING THE ROLE OF STORYTELLING IN LANGUAGE DEVELOPMENT AMONG PRESCHOOLERS IN LAGOS STATE

AKINREMI, Abosede Esther, OMOYAYI, Deborah Anuoluwapo, OJOLOWO, Aishat Morokoke, NZEH, Adanna Catherine, OKPAJIEAGU, Uche & ADELANWA, Aminat Abiodun

Abstract

The preschool years are a critical stage for language development, during which children acquire foundational skills in vocabulary, comprehension, oral expression, and narrative competence. This study examined the role of storytelling in enhancing language development among preschool children in Lagos State, Nigeria. Guided by a quasi-experimental pre-test, post-test control group design, the study sampled 120 preschoolers from six schools across three local government areas. Participants were divided into an experimental group and a control group, with the experimental group exposed to structured storytelling activities. Data were collected using the Language Development Assessment Checklist (LDAC) and Teacher's Rating Scale (TRS), with reliability established at 0.76. Statistical analyses included paired and independent t-tests at a 0.05 level of significance. Findings revealed that preschoolers in the experimental group showed significant improvement across all measured variables: vocabulary acquisition (mean difference = +13.47), listening comprehension (+14.46), oral expression (+13.63), and narrative skills (+13.82), with these improvements being statistically significant (p < 0.05), compared to minimal gains in the control group. Independent t-test results further confirmed statistically significant differences (p < 0.05) between the groups across all variables, leading to the rejection of the null hypothesis. It recommends the systematic integration of storytelling into early childhood curricula, teacher training programs, and home-based learning practices to maximise its benefits.

Keywords

Storytelling, Language Development, Vocabulary, Listening Comprehension, Oral Expression, Narrative Skills

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