Michelle Kay Compton, MA, is an educational consultant. She
has been in the educational field for over 15 years and specializes
in inquiry practices throughout the content areas with early
learners. Michelle holds a master's degree in varying
exceptionalities, and is endorsed in gifted, as well as, reading
and English Speakers of Other Languages (ESOL).
Robin Chappele Thompson, PhD, has work in education that spans 25 years. She has been a teacher, literacy coach, and curriculum coordinator. Dr. Thompson holds a master's degree in elementary education, English for Speakers of Other Languages (ESOL) endorsement, certification in K-12 reading, and a PhD in curriculum and instruction with an emphasis in childhood reading and language arts. She is the director of early learning in the school district of Manatee County, FL.
"Steeped in the philosophy and practices of the schools of Reggio Emilia, the StoryMaker framework is built on the belief that children are intelligent, creative, and resourceful and express their ideas, interests, and understanding through many different languages--in art, music, science, math, games and physical activities. These languages, and the individual differences they represent, give teachers a multitude of observation, planning, and assessment tools. . . a worthy system for integrating learning goals in all developmental domains." --Texas Child Care Quarterly
"The makerspace movement has gained traction in K-12 education but less in early education due in some measure to a lack of practical resources and ideas. This book looks to combine principles of story making and makerspaces to provide a foundation for STEAM learning in preschool settings. The StoryMaker cycle of imagine, play, make, and share supports the ability to conceptualize, brainstorm, create, and collaborate, which are critical to success in any area. . . a good resource for early education teachers looking for ways to expand their STEAM lessons." --Booklist "This approach uses story retelling, story creation, STEAM, and loose parts to encourage inquiry-based play to develop literacy." --Learning "This unique text introduces StoryMaking as an approach to oral language development, learning, and pedagogy. It artfully blends children's natural desire to tinker and make sense of their world by connecting provocative learning spaces and intriguing loose parts; time to invent, create, imagine and intentional moments to share stories with others. Rich with examples, the authors provide an accessible insight into creating an inclusive culture of StoryMakers." --Lisa Daly, professor, early learning consultant and coauthor of the Loose Parts series