Developmental Changes in Young Children's Ability to Produce Cohesive and Coherent Stories.

Autor/in	Shapiro, Lauren R.
Titel	Developmental Changes in Young Children's Ability to Produce Cohesive and Coherent Stories.
Quelle	(1990), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Concept Formation; Early Childhood Education; Elementary School Students; Grade 1; Individual Differences; Language Patterns; Narration; Performance Factors; Preschool Children; Story Telling; Visual Stimuli + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; School year 01; 1. Schuljahr; Schuljahr 01; Individueller Unterschied; Sprachmodell; Sprachstruktur; Leistungsindikator; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Preschool and first-grade children's story production was studied. Participants were 96 children who were asked to relate stories about two familiar events: baking cookies and taking a trip to the beach. Story events were depicted in line drawings in a coloring book. Half the sample was assigned to a preview condition in which children narrated stories after viewing the pictures. The other half, assigned to a standard condition, told stories without previewing. Half the children in each condition were given pictures that included a problem-resolution sequence, while the other half viewed pictures of a typical, but uneventful, sequence. Findings revealed three predominant techniques that children used to create cohesion: interclausal connectives, intraclausal devices, and pronominal reference strategies. Effects on coherence were more complicated, and concerned developmental differences in story structure and content. Previewing of the picture sequence affected coherence. First graders, in comparison with preschoolers, seemed to have a more elaborate concept of a story. This concept enabled flexible adaptation to different structural contexts. To some degree, the amount of cognitive effort required determined children's success in using linguistic reference devices and incorporating the episodic story structure into their narratives. Preschoolers' storytelling abilities were tenuous, although not as poorly developed as once believed. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC