Skills and Benefits

Reducing Behavioral Problems

In a 2014 study, puppet-show and storytelling methods were compared in order to determine their effectiveness on children with BP's (Behavioral Problems) among preschool children (Aminimanesh et al., 2014, p.61). Aminimanesh et al. concluded that, aside from the overall success in reducing BP’s through puppet show storytelling, “Children’s passion for dolls and stories and active participation of children in storytelling and puppet shows have increased their attention” (Aminimanesh et al., 2014, p. 64).

This study demonstrates strong improvements in the children's ability to stay focused on a coherent line of thought while simultaneously reducing behavioral struggles. Outside of the classroom, these same concepts can be applied to the adult workplace as well as skills for interpreting and processing pertinent information through a storyline.

Puppetry as a Classroom Tool

Kröger and Nupponen (2019) evaluate the potential usefulness of puppets in the classroom setting, identifying five major areas of purpose. “These potential uses include: (1) generating communication, (2) supporting a positive classroom climate, (3) enhancing creativity, (4) fostering co-operation in and integration into a group, and (5) changing attitudes” (p. 393). This review breaks down each area of purpose, outlining how the child is able to psychologically process and communicate information differently through or to puppets than they would through direct interaction with a teacher. Examples from the literature studied are cited as demonstrations of each of the benefits. The study tends to focus more on the child psychology and pedagogical elements of puppetry, but it does touch on the improvements in creative problem solving and critical thinking skills. Kröger and Nupponen mention, “ When teachers used puppets, they were more likely to ask open, thought-provoking questions, which created opportunities for the children to talk. The study contrasted this with conventional science lessons, which were more dominated by recall questions” (p. 395).

Expanding Literacy

Daley (2003) delves into the importance of acknowledging and embracing an updated definition of “literacy.” While the world of academia has traditionally viewed multimedia as a form of entertainment, and therefore not an academic discipline, Daley argues that contemporary education demands the acceptance and promotion of non-written texts as academic material. She claims that, while supporting linear argument, “Print deals inadequately with nonverbal modes of thought and nonlinear construction” (Daley, 2003). She also references the common vernacular used in discussion centered on multimedia studies, stating, “The very vocabulary of multimedia encourages approaches different from those used to write text. One 'creates' and 'constructs' media rather than writing it, and one 'navigates' and 'explores' media rather than reading it” (Daley, 2003). Daley’s insistence that multimedia be accepted as a form of literacy promotes the idea that important educational and communication experiences can and must be developed through a greater variety of media, including written text. This concept is analogous to the benefits derived from embracing and participating in analog storytelling methods, as it draws in multi-dimensional learning components, and straying away from linear teaching.

21st-Century Skills

Lisenbee and Ford (2017) stress the importance of a mix of traditional and digital storytelling methods to help children develop early literacy skills as well as learning relevant 21st-century skills. In order to highlight the benefits associated with implementation of both methods, Lisenbee and Ford (2017) note, “Both digital and traditional storytelling seemed to provide students with practice of the 21st-century skills of collaboration, problem-solving, critical thinking, and creativity” (p.136). Potential issues with traditional methods are also noted, such as, “A limitation associated with traditional storytelling is the perspective of early childhood students to crave digital tools so much that they perceive other types of activities as boring. It is vital that early childhood teachers find interactive and engaging traditional storytelling activities to use in their classrooms” (p.136).

Developing Analytical Minds

The importance of exploring imaginative storytelling is further supported through children's programming. Miller (2016) comments on the impact retro styles of storytelling have in young children’s developing minds. She cites the renowned 1980’s British children’s program, “Tales From Fat Tulip’s Garden,” aired both on ITV and in Australia on the ABC. She notes the unusual, yet effective imaginative methods used in Fat Tulip, which did not involve any visuals or characters outside of actor and creator Tony Robinson and the cottage setting prevalent throughout the series. “In most children’s programs of that time, characters were either animated, puppet-based or clearly visible in other ways” (Miller, 2016). Miller believes that, “Creative analytical abilities will prepare them for a future where imaginative and innovative minds will separate humans from robots” (Miller, 2016). She concedes, “It seems performative storytelling is no longer in fashion commercially,” but emphasizes the intrinsic value of creative storytelling methods (Miller, 2016). In summary, Miller queries, “...whether the digital environments increasingly dominating their [children’s] lives act as a springboard or limit to the imagination” (Miller 2016).