Disaster risk reduction education through storytelling for preschool children: A case study of storytellers local community in Lombok, West Nusa Tenggara
Yulia Hidayati
BPPAUD DIKMAS Nusa Tenggara Barat
Jalan Galah Mada 173, Mataram, NTB, 8316
yuliahidayati1507[at]gmail.com; yhid0001[at]student.monash.edu
Abstract
This paper presents a study on the disaster risk reduction education (DRRE) through storytelling for preschool-aged children by the local storytellers- community in Lombok. The conceptual framework used is narrative inquiry through the three commonplaces of sociality, temporality and place (Conelly and Clandinin, 2006). By exploring a case study as methodology, this writing draws on the case of two storytellers who were actively demonstrating their skill for the aims of DRRE. The data was collected through the semi-structured interview and the analysis of storytelling video in their YouTube channel. The findings demonstrated that storytelling to improve disaster awareness shaped collaboratively through the three aspects of narrative inquiry. The way that story made, and its performance delivered depends on the children background, language and local values will act as valuable insight to further enrichment, together with the notion of using fun ways of delivering DRRE, namely, singing, props exploration and story-acting. Storytelling appears to be an effective technique to improve disaster awareness among young children. Thus, the mutual alliance between the government as the policymaker, the practitioners as those who engage in the practice and the academics as those who investigate the concepts, is expected.
Keywords: Disaster Education, Early Childhood, Storytelling, Narrative Inquiry
Topic: Curriculum and Pedagogy in the Early Years