Preschoolers' Causal Reasoning during Shared Picture Book Storytelling: A Cross-Case Comparison Descriptive Study

Autor/inn/en	Reed, Helen C.; Hurks, Petra P. M.; Kirschner, Paul A.; Jolles, Jelle
Titel	Preschoolers' Causal Reasoning during Shared Picture Book Storytelling: A Cross-Case Comparison Descriptive Study
Quelle	In: Journal of Research in Childhood Education, 29 (2015) 3, S.367-389 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2015.1042126
Schlagwörter	Preschool Children; Picture Books; Story Telling; Comparative Analysis; Peer Relationship; Thinking Skills; Logical Thinking; Preschool Education; Pictorial Stimuli; Pretests Posttests; Group Activities; Group Discussion; Foreign Countries; Interaction; Student Characteristics; Cognitive Ability; Cognitive Development; Intervention; Netherlands + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Picture book; Bilderbuch; Peer-Beziehungen; Denkfähigkeit; Fantasieanregung; Gruppenaktivität; Gruppendiskussion; Ausland; Interaktion; Kognitive Entwicklung; Niederlande
Abstract	This study investigates how shared picture book storytelling within a peer-group setting could stimulate causal reasoning in children aged 4½ to 6 years. Twenty-eight children from preschool classes of three schools were allocated to one of six groups (four to five children per group). Each group participated in six storytelling sessions over a period of 2 weeks. During these sessions, the children freely generated stories from stimuli in two picture books. Storytelling discourse was analyzed in the groups that showed the lowest and the highest pre- to postintervention improvement on a series of causal reasoning tasks. In the most-improving group, discourse was distinguished by detailed interpretations of perceptual features, causal explanations, and explicit justifications of statements. The least-improving group was distinguished by "superficial" talk (i.e., labeling perceptual features, simple inferences, uncritical acceptance of statements, and disagreements). These types of discourse could be related to time spent on storytelling. The findings generate hypotheses for future research on stimulating causal reasoning in early childhood education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01