Collaborators and Critics: The Nature and Effects of Peer Interaction on Children's Conversational Narratives

Preece, Alison

doi:10.1075/jnlh.2.3.06col

Cited by 25 publications

(17 citation statements)

References 10 publications

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“…As noted, voices of the past enter into narrated experience in the form of reported speech, words, idioms, and narrative style. Young children as well as adults may also incorporate stories they have heard into a present telling (157,167,172,182,201). Further, those present contribute to one's life history by co-telling the evolving story through verbal comments and questions, gestures, eye gaze, facial expression, and other modes of body comportment (15,57,60,61,84,85,86,90,103,104,116,118,125,192,198,199,229,231).…”

Section: Boundaries Of the Selfmentioning

confidence: 97%

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Narrating the Self

and

Capps

1996

Annu. Rev. Anthropol.

804

395

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Across cultures, narrative emerges early in communicative development and is a fundamental means of making sense of experience. Narrative and self are inseparable in that narrative is simultaneously born out of experience and gives shape to experience. Narrative activity provides tellers with an opportunity to impose order on otherwise disconnected events, and to create continuity between past, present, and imagined worlds. Narrative also interfaces self and society, constituting a crucial resource for socializing emotions, attitudes, and identities, developing interpersonal relationships, and constituting membership in a community. Through various genres and modes; through discourse, grammar, lexicon, and prosody; and through the dynamics of collaborative authorship, narratives bring multiple, partial selves to life. NARRATIVE HORIZONSNarrative is a fundamental genre in that it is universal and emerges early in the communicative development of children (4,19,152,157,164,182,209). This review focuses on narratives of personal experience, defined here as verbalized, visualized, and/or embodied framings of a sequence of actual or possible life events.Personal narratives comprise a range of genres from story (60, 135, 147, 175, 177, 207) to novel (11, 38, 39, 132, 188), diaries (239) and letters (21) to memoirs (100), gossip (20,28, 101,160) to legal testimony (10, 165), boast (207) to eulogy (29, 30), troubles talk (119) to medical history (49), joke (191) to satire (132, 183), bird song (65, 202) to opera (40), etching to palimpsest (150), and mime (5, 233) to dance (93,205). Counter to a prevalent ideology of disembodied objectivity (98), even scientific narratives can be personal in tone. Scientists, for example, routinely construct oral narratives of procedures Annu. Rev. Anthropol. 1996.25:19-43. Downloaded from www.annualreviews.org by New Mexico State University (NMSU) on 09/17/13. For personal use only.

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Section: Boundaries Of the Selfmentioning

confidence: 97%

“…Narrative is a fundamental genre in that it is universal and emerges early in the communicative development of children (4,19,152,157,164,182,209). This review focuses on narratives of personal experience, defined here as verbalized, visualized, and/or embodied framings of a sequence of actual or possible life events.…”

Section: Narrative Horizonsmentioning

confidence: 99%

Narrating the Self

and

Capps

1996

Annu. Rev. Anthropol.

804

395

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“…We quantify the nature of the experience -pretend play or narrative-based storytelling -by looking at the number of narrative roles taken by each child [11]. And we look at the function of StoryMat in multiple child play situations by describing what kinds of scaffolder and critic roles children take with respect to one another when playing on the passive mat versus the StoryMat [45]. Finally, we conclude our description of the user study by giving one more impressionistic overview of the children's engagement in the different conditions.…”

Section: Description Of Analysesmentioning

confidence: 99%

“…In child-child storytelling, child collaborators serve a similar role in critiquing and facilitating storytelling as adult collaborators [45]. Children supplement various kinds of information in the partner's text by pointing, verbalising the partner's gestures, adding elements to the story, additionally characterising the addition of elements in the reference situation given in the text, and so on [51].…”

Section: Analyses Of the Children's Discoursementioning

confidence: 99%

Making Space for Voice: Technologies to Support Children’s Fantasy and Storytelling

2001

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Fantasy play and storytelling serve an important role in young children's development. While computers are increasingly present in the world of young children, there is a lack of computational tools to support children's voices in everyday storytelling, particularly in the context of fantasy play. We believe that there is a need for computational systems that engage in story-listening rather than storytelling. This paper introduces StoryMat, a system that supports and listens to children's voices in their own storytelling play. StoryMat offers a child-driven, story-listening space by recording and recalling children's narrating voices, and the movements they make with their stuffed animals on a colourful story-evoking quilt. Empirical research with children shows that StoryMat fosters developmentally advanced forms of storytelling of the kind that has been shown to provide a bridge to written literacy, and provides a space where children engage in fantasy storytelling collaboratively with or without a playmate. The paper addresses the importance of supporting young children's fantasy play and suggests a new way for technology to play an integral part in that activity.

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“…Umiker-Sebeok (1979) constatou que crianças a partir de quatro anos participam ativamente também das narrativas verbais dos seus pares, ao solicitar informações adicionais e produzir outras narrativas sobre o mesmo tópico. Preece (1992) observou que crianças em torno dos cinco anos já podem assumir tanto um papel crítico como colaborador para apoiar os esforços de seu pares para narrar.…”

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Contextos e parceiros do narrar de crianças na escola infantil

Smith¹,

Bordini²,

Sperb³

2009

Psicol. Reflex. Crit.

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ResumoA narrativa é um aspecto prioritário do desenvolvimento a ser possibilitado na escola infantil, pois envolve a comunicação e a ludicidade, a socialização e a construção da identidade. Este trabalho investiga os contextos e a interlocução na construção de narrativas por crianças na rotina de uma turma de educação infantil. Participaram 14 crianças entre cinco e seis anos e seus educadores. Numa abordagem de tipo etnográfico, registraram-se as narrativas e seus contextos de produção. Verificou-se que as crianças narraram principalmente nos momentos informais, e menos nas oportunidades de fala eliciada e apoiada pela professora. Os resultados sugerem a necessidade de ampliar a escuta, o estímulo e a interlocução entre pares, para promover diferentes gêneros e estilos narrativos em todos os momentos da rotina escolar. Palavras-chave: Linguagem e desenvolvimento; Narrativas de crianças; Educação infantil. AbstractEngaging in narratives is an important aspect of young children's development and should be encouraged by the preschool, since it involves communication, playfulness, socialization, and the construction of identity. This study investigates the context of and the conversational exchanges in children's construction of narratives during routine activities in a preschool class. Fourteen five-to six-year-old children and their educators participated in the study, using an ethnographic design to code narratives and their contexts of production. The results showed that children narrated mainly during informal moments, and less in the speaking opportunities elicited and supported by the teacher. The results suggest the need to listen more to the children and to stimulate more conversation among peers, in order to promote different narrative genres and styles during all moments of the school day. Keywords: Language and development; Children's narratives; Preschool education.A escola possibilita um novo meio e modo de existência para a evolução mental e pessoal da criança entre três e seis anos, além da família. O sistema social escolar pode ajudá-la a se emancipar do seu grupo familiar, mesmo que permaneça muito vinculada a ele, e a conquistar um leque mais amplo de referências e pertencimento. Conforme Nadel (1980/1982), a criança volta-se aos poucos para o mundo das coisas, das atividades, dos jogos e companheiros, numa diversidade de trocas que incluem afinidade e competição. Neste processo, ela modifica seus desejos e projetos. As Diretrizes Curriculares Nacionais para a Educação Infantil (Conselho Nacional de Educação, 1998), definem como central a promoção do desenvolvimento da criança nos aspectos físicos, afetivos, cognitivo/lingüísticos e sociais, visando à construção da identidade. Elas destacam o caráter de transição desta etapa da escolarização, que deve articular progressivamente atividades comunicativas e lúdicas com um ambiente escolarizado característi-co da educação fundamental.A partir das definições de Brockmeier e Harré (2003) e Bruner (1990Bruner ( /1997, é possível conceber a narrativa com...

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Collaborators and Critics: The Nature and Effects of Peer Interaction on Children's Conversational Narratives

Cited by 25 publications

References 10 publications

Narrating the Self

Narrating the Self

Making Space for Voice: Technologies to Support Children’s Fantasy and Storytelling

Contextos e parceiros do narrar de crianças na escola infantil

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