Artfulness in Young Children's Spoken Narratives

Glenn-Applegate, Katherine; Breit-Smith, Allison; Justice, Laura M.; Piasta, Shayne B.

doi:10.1080/10409280903440620

Cited by 18 publications

(9 citation statements)

References 38 publications

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“…The next most frequent evaluative category in our data was Mental States, and this also showed cross-sectional differences and longitudinal increases. This result accords with previous studies showing that Mental States was the second most commonly used category by preschoolers (Glenn-Applegate et al, 2010) as well as those that found a clear developmental progression for this category for older children (Bamberg & Damrad-Frye, 1991;Shiro, 2003;Ukrainetz et al, 2005). This result further supports the idea that children's first forays into evaluative language involved elaborating their characters' featuresand, in this case, their internal mental states.…”

Section: Discussionsupporting

confidence: 93%

“And they had a big, big, very long fight:” The development of evaluative language in preschoolers' oral fictional stories told in a peer-group context

et al. 2021

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This study examined the development of evaluative language in preschoolers’ oral fictional narratives using a storytelling/story-acting practice where children told stories to and for their friends. Evaluative language orients the audience to the teller's cognitive and emotional engagement with a story's events and characters, and we hypothesized that this STSA context might yield new information about the early development of this language, prior to elementary school. We analyzed 60 stories: the first and last story told by 10 children in each of three preschool classrooms (3-, 4-, and 5-year-old classes) that used STSA throughout the school year. Stories were coded for evaluative expressions and evidential expressions. Five-year-olds used significantly more evaluative language than did 3-year-olds, and children at all ages used significantly more evaluative language at the end than at the beginning of the year. The number of stories told throughout the year explained unique variance in children's evaluative language growth.

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Section: Discussionsupporting

confidence: 93%

“And they had a big, big, very long fight:” The development of evaluative language in preschoolers' oral fictional stories told in a peer-group context

et al. 2021

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“…Studying children's narrative production is important for other reasons as well (Glenn-Applegate, Breit-Smith, Justice, & Piasta, 2010). Research has, for example, demonstrated a connection between narrative skills and academic success (see Lance & Beverly, 2012, p. 44-54 for a review).…”

Section: Narrative Writingmentioning

confidence: 99%

The (non)effect of Joint Construction in a genre-based approach to teaching writing

Hermansson

Jonsson

Levlin

et al. 2019

The Journal of Educational Research

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This quasi-experimental intervention study examines the effect of genre-based instructional practices on 90 primary students' narrative writing achievements and is a result of six teachers' action to meet the educational goals of the Swedish national curriculum. Specifically, the authors examine the effects of Joint Construction, the phase in the genre pedagogical model of the Sydney School known as the Teaching and Learning Cycle, in which teachers and students work together to co-construct texts. Joint Construction has been put forward as the most powerful part of the Teaching and Learning Cycle. The authors challenge this argument, presenting findings that are inconsistent with this widely held belief. Using a pretest-posttest control group design, the study shows that the Joint Construction stage did not significantly improve the quality of students' narrative writing or increase the text length of their writings.

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“…We could see this from our above analysis that children' mean score (10.71) in the performance test was lower than the pass marks (12.60). Therefore, parents and educators should take instructional measures to activate children cognitively and linguistically and try to formulate an interactive instructional context for children [79].…”

Section: Development Of Narrative Macrostructure Is a Predictable And Gradually Learned Process With Cognitive And Linguistic Demandsmentioning

confidence: 99%

Language Ideologies, Practices, and Kindergarteners’ Narrative Macrostructure Development: Crucial Factors for Sustainable Development of Early Language Education

2021

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This paper explored crucial factors to achieve sustainable development of early language education by examining the relationship between two dimensions of family language policy—language ideologies and language practices—as well as the relationship between family language policy and the development of children’s narrative macrostructure. Data were collected via a language performance test and a questionnaire survey of 131 kindergartners from 10 kindergartens in a Chinese city. Structural equation modeling corroborated the relationship between family language ideologies and family language practices proposed by family language policy theorists. Results showed that family language policy significantly predicted kindergarteners’ development of narrative macrostructure. In addition, age was shown to be a significant predictor of narrative macrostructure development, whereas gender was not. Implications for early intervention of children’s narrative macrostructure development were discussed.

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Artfulness in Young Children's Spoken Narratives

Cited by 18 publications

References 38 publications

“And they had a big, big, very long fight:” The development of evaluative language in preschoolers' oral fictional stories told in a peer-group context

“And they had a big, big, very long fight:” The development of evaluative language in preschoolers' oral fictional stories told in a peer-group context

The (non)effect of Joint Construction in a genre-based approach to teaching writing

Language Ideologies, Practices, and Kindergarteners’ Narrative Macrostructure Development: Crucial Factors for Sustainable Development of Early Language Education

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