Earlier this week I attended a workshop on the cycle of poverty and strategies for how we as social service providers can improve services in our communities. Although I didn’t realize it at first, after listening to the presenter I began to see what she was talking about was that we need to understand our clients stories to begin to understand their needs.
While the general idea of this chapter was about planning and keeping the process flexible to allow room for individualization I kept coming back to the idea that the order doesn’t matter as long as the story is told from the source, not provided by the format. “If we don’t write the stories of our lives, someone else will do it for us.” (Ohler, 2008. pg. 102). This is a new perspective for my but I feel it is going to significantly impact my work as an administrator and how I approach my clients. “No significant
Learning occurs without a significant relationship.” Dr. James Comer
Ohler also presents the idea that story planning can be used effectively at many ages. I bregan to think of instances where this may be put to work with pre-readers. Sign concept and is an important phase of writing development when children begin to understand that words stand for something. I recalled an activity I’ve done frequently with groups of 5 & 6 year olds. I read the story “The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear” by Don and Audrey Wood, not showing them the pictures, as the children draw the story. They always include the bear in their pictures and he is never actually present in the story! When I read it again, showing the pictures, the children begin to understand a bit about perception and that written words have meaning and represent and reflect real world events, items and ideas.
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