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

Geum-Gu Lee; Han-Na Oh; Young-Ja Lee

서지반출

영문초록

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. 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.

키워드

narratives on personal experience narratives on shared experience cohesive device mental state term

참고문헌 (48건)

Alea, N., & Wang, Q. (2015). Going global: The functions of autobiographical memory in cultural context. Memory, 23(1), 1-10.
Bamberg, M. (1997). A constructivist approach to narrative development. In M. Bamberg. (Eds.), Narrative development: Six approaches (pp. 89-132). Mahwah, NJ: Erlbaum.
Brown, J. R., Donelan-McCall, N., & Dunn, J. (1996). Why talk about mental states? The significance of children’s conversations with friends, siblings, and mothers, Child Development, 67, 836-849.
Choi, Yoon-Ji., & Yu, Younoak. (2012). The differences of age and type of narrative style on preschoolers’ narrative components and logical coherence. The Korean Journal of Thinking & Problem Solving, 6, 31-49.
Cook-Gumperz, J., & Green, J. L. (1984). A sense of story: Influences on children’s storytelling ability. In D. Tannen (Eds.), Coherence in spoken and written discourse (pp. 201-218). Norwood, NJ: Ablex.
Curenton, S. M. (2010). Narratives as learning tools to promote school readiness. Early Education and Development, 21(3), 287-292, DOI: 10.1080/104092892010485532
De Villers, J., & de Villiers, P. (2000). Linguistic determinism and the understanding of false beliefs. In P. Mitchell & K. J. Riggs (Eds.), Children’s reasoning and the mind (pp. 191-228). Hove, England: Psychology Press.
Dickinson, D. K. (2001). Large-group and free-play times: Conversational settings supporting language and literacy development. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children learning at home and school (pp. 223-255). Baltimore, MD: Brookes Publishing.
Egan, K. (1986). Teaching as storytelling: An alternative approach to teaching and curriculum in the elementary school. Chicago: The University of Chicago Press.
Engel, S. (2006). Narrative analysis of children’s experience. In S. Greene & D. Hogan (Eds.), Researching children’s experience: Approaches and methods (pp. 199-216). London: Sage.
Fivush, R. (1991). The social construction of personal narratives. Merrill-Palmer Quarterly, 37(1), 59-82.
Fivush, R., Haden, C. A., & Reese, E. (2006). Elaborating on elaborations: Role of maternal reminiscing style in cognitive and socio-emotional development. Child Development, 77(6), 1568-1588.
Greene, S., & Hill, M. (2006). Researching children’s experience: Methods methodological issues. In S. Greene & D. Hogan (Eds.), Researching children’s experience: Approaches and methods (pp. 1-21). London: Sage.
Haden, C. A., Haine, R. A., & Fivush, R. (1997). Developing narrative structure in parentchild reminiscing across the preschool years. Developmental Psychology, 33(2), 295-307.
Hale, C. M., & Tager-Flusberg, H. (2003). The influence of language on theory of mind: A training study. Developmental Science, 6(3), 346-359.
Hudson, J. A., & Shapiro, L. R. (1991). From knowing to telling: The development of children’s scripts, stories and personal narratives. In A. McCabe and C. Peterson (Eds.), Developing narrative structure (pp. 89-136). Hillsdale, NJ: Lawrence Erlbaum Associates.
John-Steiner, V., & Panofsky, C. (1987). The development of cohesion in children’s retold narratives. Paper presented at the meetings of the Society for Research in Child Development, Baltimore.
Kulkofsky, S., Wang, Q., & Ceci, S. J. (2008). Do better stories make better memories? Narrative quality and memory accuracy in preschool children. Applied Cognitive Psychology, 22, 21-38, DOI: 10.1002/acp.1326.
Kim, B. S. (2012). The pedagogical condition and implication of narrative education for young children. Early Childhood Education Research & Review, 16(5), 57-76.
King, E., & La Paro, K. (2015). Teachers’ language in interactions: An exploratory examination of mental state talk in early childhood education classrooms. Early Education and Development, 26, 245-263, DOI: 10.1080/10409289.2015.989029.
Lee, Y. J., & Lee, J. (2005). A study on the structure development and components of personal and fictional narratives of Korean young children. Korean Journal of Early Childhood Education, 25(5), 173-206.
Lee, Y. J., & Lee, J. (2009). The effects of teacher education on young children’s development of personal narratives. The Journal of Korea Open Association for Early Childhood Education, 14(4), 349-375.
Lee, Y. J., Lee, J., & Schickedanz, J. A. (2006). A comparative study on the structure development and cohesive devices of personal and fictional narratives between Korea and American children. The Journal of Korea Open Association for Early Childhood Education. 11(2), 361-389.
Lee, Y. J., Lee, J. S., & Shin, E. S. (2004). Differences in young children’s levels of language functions of pretend play, vocabulary, and mental state term expressions for young children according to the theory of mind. Korean Journal of Early Childhood Education, 24(4), 141-160.
Lee, Y. J., Lee, J., Han, M., & Schickedanz, J. A. (2011). Comparison of preschoolers’ narratives, the classroom book environment, and teacher attitudes toward literacy practices in Korea and the United States. Early Education and Development, 22(2), 234-255, DOI: 10.1080/10409281003717867.
Lee, Y. J., & Oh, J. H. (2006). The effects of small group picture book reading activities on children’s personal・fictional narrative and theory of mind development. The Journal of Korea Open Association for Early Childhood Education, 11(4), 107-133.
Lee, Y. J., & Oh, J. H. (2007). The effects of picturebook reading and emotional state discourse on young children’s development of fictional narratives and theory of mind. Korean Journal of Early Childhood Education, 27(3), 245-271.
Lohmann, H., & Tomasello, M. (2003). The role of language in the development of false belief understanding: A training study. Child Development, 74(4), 1130-1144.
McCabe, A. (1997). Developmental and cross-cultural aspects of children's narration. In M. Bamberg (Ed.), Narrative development: Six approaches (pp. 137-174). Mahwah, NJ: Lawrence Erlbaum Associates.
McCabe, A., & Peterson, C. (1991). Getting the story: A longitudinal study of parental styles in eliciting narratives and developing narrative skill. In A. McCabe & C. Peterson (Eds.), Developing narrative structure (pp. 217–253). Hillsdale, NJ: Erlbaum.
Nelson, K. (1992). Emergence of autobiographical memory at age 4. Human Development, 35, 172-177. DOI:10.1159/000277149
Nelson, K. (2003). Self and social functions: Individual autobiographical memory and collective narrative. Memory, 11(2), 125-136, DOI: 10.1080/09658210244000315.
Nelson, K. (2010). Developmental narratives of the experiencing child. Child Development Perspectives, 4(1), 42-47, DOI: 10.1111/j.1750-8606.2009.00116.x
Nicolopoulou, A. (2008). Rethinking character representation and its development in children’ narratives. In J. Guo., E. Lieven., N. Budwig., S. Ervin-Tripp., K. Nakamura., S. Ozkaliskan. (Eds.), Crosslinguistic approaches to the psychology of language: Research in the tradition of Dan Isaac Slobin (pp. 241-251). New York: Taylor & Francis.
Nielsen, M., & Dissanayke, C. (2000). An investigation of pretend play, mental state terms and false belief understanding: In search of metarepresental link. British Journal of Developmental Psychology, 18, 609-624.
Nielsen, D. C., & Friesen, L. D. (2012). A study of the effectiveness of a small-group intervention on the vocabulary and narrative development of at-risk kindergarten children. Reading Psychology, 33(3), 269-299. DOI: 10.1080/02702711.2010.508671
Noh, Y. H. (2013). Implications of narrative on early childhood education. Korean Journal of Early Childhood Education, 15(2), 5-27.
Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38(1), 36-76.
Peterson, C., & McCabe, A. (1983). Developmental psycholinguistics: Three ways of looking at a child's narrative. New York, NY: Plenum Press.
Puroila, A.-M., Estola, E., & Syrjälä, L. (2012). Does Santa exist? Children’s everyday narratives as dynamic meeting places in a day care centre context. Early Child Development and Care, 182(2), 191-206. DOI: 10.1080/03004430.2010.549942.
Richards, R. D. (2010). Narratives within narratives: One young Chinese-Australian boy’s exploration of ideas of difference, identity, and friendship through his drawings. Current Narratives, 2, 84-103.
Riessman, C. K. (1993). Narrative analysis. Qualitative Research Methods series, vol. 30. Newbury Park, CA: Sage Publications.
Schick, A., & Melzi, G. (2010). The development of children’s oral narratives across contexts. Early Education and Development, 21(3), 293-317, DOI: 10.1080/10409281003680578.
Shapiro, L. P., & Hudson, J. A. (1991). Tell me a make-believe story: Coherence and cohesion in young children’s picture-elicited narratives. Developmental Psychology, 27(6), 960-974.
Snow, C. E. (1990). Building memories: The ontogeny of autobiography. In C. Cicchetti & M. Beeghly (Eds.), The self in transition: Infancy to childhood (pp. 213-242). Chicago, IL: The University of Chicago Press.
Yoo, K. J. & Choi, S. Y. (2013). Analysis on children’s personal narratives and child-teacher interaction according to the utility of communities in story-sharing activity. The Journal of Korea Open Association for Early Childhood Education, 18(4), 491-513.
Wang, Q., Leichtman, M. D., & Davies, K. I. (2000). Sharing memories and telling stories: American and Chinese mothers and their 3-Year-olds. Memory, 8(3), 159-177.
Wang, Q., Koh, J. B. K. & Song, Q. (2015). Meaning making through personal storytelling: Narrative research in the Asian American context. Asian American Journal of Psychology, 6(1), 88-96.

구매하기 (5,400)

장바구니

영문초록

목차

키워드

참고문헌 (48건)