Narrative skills in preschool and first grade children
Аннотация
The aim of the study was to investigate the developmental path of narrative skills of preschool and primary school children. Two hundred thirty seven Greek-speaking children from various regions of Greece participated in the study. They were separated in three age groups: 4-5, 5-6 and 6-7 years old. Retelling and narrative production skills were evaluated. Correlations between the two narrative skills were investigated. Four illustrated stories were used (two stories for retelling and two stories for narrative production).Children’s narratives were collected and transcribed from the recordings. Then, narratives were coded and assessed according to certain criteria: microstructure/ cohesion (conjunction and lexical cohesion) and macrostructure/ coherence (story grammar and temporal sequencing of actions and events). The findings revealed that narratives of older children tended to be better according to the story structure criteria in comparison to narratives produced by younger children. In addition, the qualitative analysis of children’s narratives demonstrated the different narrative levels (labeling, listing, connecting, sequencing and narrating) proposed by Stadler and Ward (2005). Children of all age groups performed better in retelling test compared to narrative production test. The results also revealed differences in performance in relation to gender (girls performed better than boys). Finally, a statistically significant correlation between children’s performance in retelling and narrative production skills was found. The results are discussed in terms of theoretical models of narrative abilities. Implications for research, theory and educational purposes are also discussed.
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Kanellou, M. A., Korvesi, E. A., Ralli, A., Mouzaki, A., Antoniou, F., Diamanti, V., & Papaioannou, S. (2016). Narrative skills in preschool and first grade children. Preschool and Primary Education, 4(1), 35–67. https://doi.org/10.12681/ppej.207
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Οι συγγραφείς των άρθρων που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατηρούν τα δικαιώματα πνευματικής ιδιοκτησίας επί των άρθρων τους, δίνοντας στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης. Άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατίθενται με άδεια Creative Commons 3.0 και σύμφωνα με την άδεια μπορούν να χρησιμοποιούνται ελεύθερα, με αναφορά στο/στη συγγραφέα και στην πρώτη δημοσίευση για μη κερδοσκοπικούς σκοπούς και με δικαίωμα τροποποίησης μόνον με παρόμοια διανομή (αν αναμείξετε, τροποποιήσετε, ή δημιουργήσετε πάνω στο υλικό, πρέπει να διανείμετε τις δικές σας συνεισφορές υπό την ίδια άδεια όπως και το πρωτότυπο). To Εργαστήριο Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και το Εθνικό Κέντρο Τεκμηρίωσης διατηρούν το δικαίωμα να δημοσιεύουν, να αναπαραγάγουν, να παρουσιάζουν στο κοινό, να διανέμουν και χρησιμοποιούν άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ σε οποιοδήποτε μέσο και μορφή είτε μεμονωμένα είτε ως μέρη συλλογικών έργων, για όλο το χρόνο διάρκειας προστασίας της πνευματικής ιδιοκτησίας και για όλες τις χώρες του κόσμου. Αυτό περιλαμβάνει ενδεικτικά και όχι αποκλειστικά, το δικαίωμα δημοσίευσης των άρθρων σε τεύχη του περιοδικού ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ, αναπαραγωγής και διανομής μεμονωμένων αντιγράφων των άρθρων, αναπαραγωγής ολόκληρων των άρθρων σε άλλη έκδοση του Εργαστηρίου Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και του Εθνικού Κέντρου Τεκμηρίωσης και αναπαραγωγής και διανομής των άρθρων ή περίληψης αυτών με χρήση πληροφορικού συστήματος αποθετηρίου.
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Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press. Ανακτήθηκε από: http://www.google.gr/books?hl=el&lr=&id=YNuBf6W2rt0C&oi=fnd&pg=PR7&dq=Bruner,+J.+%281986%29.+Actual+minds,+possible+worlds.+Cambridge,+MA:+Harvard+University+Press.&ots=36ZCQFJoAM&sig=BsL-RsGDJ2dx74qkmExoUEyf7OI&redir_esc=y#v=onepage&q=Bruner%2C%20J.%20%281986%29.%20Actual%20minds%2C%20possible%20worlds.%20Cambridge%2C%20MA%3A%20Harvard%20University%20Press.&f=false
Buck, G. (2001). Assessing listening. Cambridge, UK: Cambridge University Press. Ανακτήθηκε από: http://www.google.gr/books?hl=el&lr=&id=6W_Pyu0NFGgC&oi=fnd&pg=PR10&dq=Buck,+G.+(2001).+Assessing+listening.+Cambridge,+UK:+Cambridge+University+Press&ots=1opb8BA2Gt&sig=W99QpZRsyVr_OOFMDXJNa5bEaGA&redir_esc=y#v=onepage&q&f=false
Cain, K.., & Oakhill, J. (1996). The nature of the relationship between comprehension skill and the ability to tell a story. British Journal of Developmental Psychology, 14, 187–201.
Crais. E. R., & Lorch, N. (1994). Oral narratives in sehool-age children. Topics in Language Disorders , 14(3), 13-28.
Curenton, S.M. (2011).Understanding the landscapes of stories: the association between preschoolers’ narrative comprehension and production skills and cognitive abilities. Early Child Development and Care, 181 (6), 791-808.
Curenton, S.M., & Justice, L. (2004). African American and Caucasian preschoolers’ use of decontextualized language: Literate language features in oral narratives. Language, Speech, and Hearing Services in the Schools, 35(3), 240–253.
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