Becoming Independent Storytellers: Modeling Children's Development of Narrative Macrostructure

Autor/inn/en	Kelly, Kimberly Reynolds; Bailey, Alison Louise
Titel	Becoming Independent Storytellers: Modeling Children's Development of Narrative Macrostructure
Quelle	In: First Language, 33 (2013) 1, S.68-88 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723711433582
Schlagwörter	Language Acquisition; Longitudinal Studies; Mothers; Parent Child Relationship; Story Telling; Toddlers; Young Children; Intervention; Cognitive Ability; Narration; Prediction; Regression (Statistics); Sociocultural Patterns; Multivariate Analysis + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Infant; Infants; Toddler; Kleinkind; Frühe Kindheit; Denkfähigkeit; Vorhersage; Regression; Regressionsanalyse; Soziokulturelle Theorie; Multivariate Analyse
Abstract	For parents to provide effective support for their children's language development, they must be attuned to their child's changing abilities. This study presents a theoretically driven strategy that addresses a methodological challenge present when tracking longitudinally the cessation or "fading" of behaviors by capturing withdrawal of maternal assistance over time relative to change in child participation. Data are the co-constructed narratives of 31 mother-child dyads when the children were 3, 4, and 5 years old. Responsibility for providing narrative macrostructure shifted from children relying on maternal prompts to contributing them spontaneously, while maternal contributions showed a gradual cessation. The findings support the notion of bidirectionality in co-construction and are interpreted using a dose-effect model of the shift in responsibility for the narration over time with implications for intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01