Investigating participant responses to Preschool Storytimes

Abstract

Research Problem: Preschool Storytime statistics for the past few years show consistently high numbers of attendance, and suggest that this is a Wellington City Libraries service greatly valued by its users. However, evidence into the benefits of storytime programs, particularly in a New Zealand context, is minimal. The purpose of this study was to investigate how parents, caregivers and children involved in the Preschool Storytime program respond to sessions in both home and library settings.

Methodology: Aiming for a sample size of 50 participants, the researcher collected both quantitative and qualitative data through the employment of anonymous questionnaires, as well as face-to-face interviews. Participation in the study was voluntary and interview participants were required to sign an informed consent form.

Results: Through thematic analysis, four main themes were identified in the data:

• How do children participate in and respond to Preschool Storytime sessions? • What do children learn as a result of involvement in Preschool Storytimes? • Library as place • Parental perspectives of Preschool Storytimes

The findings showed that children’s participation is sessions increased over time and contributed to the development of cognitive and social skills, however they did not behave differently when reading at home. The library was viewed as an important place for families, and parents expressed appreciation for the program, although some had concerns about the quality of storytelling. Due to poor response, quantitative results were displayed as counts rather than frequencies.

Implications: Poor response rates prevent the researcher from making any clear judgements as to how the overall population responded to the Preschool Storytime program. Suggestions made by parents in relation to presenting could guide future improvements in this area.