The Development of Children's Oral Narratives Across Contexts

Schick, Adina; Melzi, Gigliana

doi:10.1080/10409281003680578

Cited by 72 publications

(87 citation statements)

References 90 publications

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“…With "cumulative talk," speakers build uncritically on each other's statements by repeating, confirming, completing, or elaborating on what has gone before (Howe & Mercer, 2010 Although previous research has largely focused on older children (≥ 8 years) and adolescents, preschoolers also justify opinions, suggest alternatives, and reach compromises during free play with siblings or peers (Ehrlich, 2011;Howe & McWilliam, 2001). When preschoolers share stories with peers, they take on different roles than when interacting with adults: engaging actively with each other, requesting clarification, providing feedback, supporting each other's storylines, and seeking to improve narrative coherence (Blum-Kulka, Huck-Taglicht, & Avni, 2004;Nicolopoulou & Richner, 2004;Schick & Melzi, 2010). These exchanges resemble the kinds of interactions characterizing exploratory talk but are less readily facilitated in preschoolers' conversations with adults (Schick & Melzi, 2010).…”

Section: Reasoning Through Peer Interactionmentioning

confidence: 99%

“…By around age 5 years, many children are able to produce well-structured, coherent, and cohesive narratives (Schick & Melzi, 2010). Narrative abilities are also amenable to intervention.…”

Section: Causal Reasoning In Narrative Constructionmentioning

confidence: 99%

“…Variations in narrative abilities are also associated with socio-cultural-economic background and home context (Lever & Sénéchal, 2011;Peterson et al, 1999;Schick & Melzi, 2010). Furthermore, the effectiveness of interaction processes depends on social histories and past experiences as well as individual characteristics Downloaded by [Mr Paul A. Kirschner] at 11:38 22 June 2015…”

Section: Individual Differencesmentioning

confidence: 99%

“…When preschoolers share stories with peers, they take on different roles than when interacting with adults: engaging actively with each other, requesting clarification, providing feedback, supporting each other's storylines, and seeking to improve narrative coherence (Blum-Kulka, Huck-Taglicht, & Avni, 2004;Nicolopoulou & Richner, 2004;Schick & Melzi, 2010). These exchanges resemble the kinds of interactions characterizing exploratory talk but are less readily facilitated in preschoolers' conversations with adults (Schick & Melzi, 2010). Importantly, such interactions can help children appropriate skills that mediate performance on individual nonverbal reasoning tasks (Rojas-Drummond, Pérez, Vélez, Gómez, & Mendoza, 2003;Wegerif, Mercer, & Dawes, 1999).…”

Section: Reasoning Through Peer Interactionmentioning

confidence: 99%

See 3 more Smart Citations

Preschoolers’ Causal Reasoning During Shared Picture Book Storytelling: A Cross-Case Comparison Descriptive Study

Reed¹,

Hurks

Kirschner

et al. 2015

Journal of Research in Childhood Education

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Section: Reasoning Through Peer Interactionmentioning

confidence: 99%

“…By around age 5 years, many children are able to produce well-structured, coherent, and cohesive narratives (Schick & Melzi, 2010). Narrative abilities are also amenable to intervention.…”

Section: Causal Reasoning In Narrative Constructionmentioning

confidence: 99%

Section: Individual Differencesmentioning

confidence: 99%

Section: Reasoning Through Peer Interactionmentioning

confidence: 99%

See 2 more Smart Citations

Preschoolers’ Causal Reasoning During Shared Picture Book Storytelling: A Cross-Case Comparison Descriptive Study

Reed¹,

Hurks

Kirschner

et al. 2015

Journal of Research in Childhood Education

View full text Add to dashboard Cite

“…Thus, the type of narrative which children receive during these conversations differs and might complement that which they receive at home (Schick & Melzi, 2010).…”

Section: Introductionmentioning

confidence: 99%

A Study on Young Children’s Narratives with Respect to the Personal experience at home and Shared Experiences in the kindergarten

Lee¹,

Oh²,

Lee³

2015

Pac Early Child Educ Res Assoc

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This study investigated the differences in 3, 4, and 5 year-olds' developmental level of narratives, use of cohesive devices and mental state terms between aspects of the narratives of personal experience at home and shared experience in the kindergarten. The subjects are 56 3-, 4-, and 5-year-olds in Seoul and Gyeonggi-do area. The results are as follows: First, the developmental level of narratives for 3-, 4-, and 5 year-olds in personal experience was lower than that of shared experience, showing a statistically significant difference. This implies that teachers should encourage young children to yield narratives which express their thoughts and feelings during daily experience. Second, the use of logical cohesive devices in personal experience was lower than that of shared experience, showing a statistically significant difference. It is suggested that children use more cohesive devices and de-contextualized language in their narratives when teachers provide language models while interacting with interesting and meaningful educational activities. Third, the use of mental state terms in personal experience was lower than that of shared experience, showing a statistically significant difference. This shows the importance of community activities and teacher's communicative interactions in conversation involving interesting experiences with peers. Further research about this aspect is proposed.

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The Key Practice, Building and Sharing Stories and Social Understandings: The Intrinsic Value of Narrative

Deane

Somasundaran

Lawless

et al. 2019

ETS Research Report Series

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One of the major goals of the English Language Arts is to teach students to read, understand, and write narratives. This report examines the ways in which the skills that support narrative develop during the school years, outlines a model of narrative as a “key practice” in which the ability to model social situations supports narrative understanding, and feeds into the ability to use stories to reflect about stories and the classes of social situations they represent. Narrative is important precisely because it helps people develop their understanding of the social world and reason about their place in it. Assessments of narrative reading and writing need to take this broader construct into account.

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The Development of Children's Oral Narratives Across Contexts

Cited by 72 publications

References 90 publications

Preschoolers’ Causal Reasoning During Shared Picture Book Storytelling: A Cross-Case Comparison Descriptive Study

Preschoolers’ Causal Reasoning During Shared Picture Book Storytelling: A Cross-Case Comparison Descriptive Study

A Study on Young Children’s Narratives with Respect to the Personal experience at home and Shared Experiences in the kindergarten

The Key Practice, Building and Sharing Stories and Social Understandings: The Intrinsic Value of Narrative

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