Scaffolding Narrative Skills: A Meta-Analysis of Instruction in Early Childhood Settings

Autor/inn/en	Pesco, Diane; Gagné, Andréanne
Titel	Scaffolding Narrative Skills: A Meta-Analysis of Instruction in Early Childhood Settings
Quelle	In: Early Education and Development, 28 (2017) 7, S.773-793 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2015.1060800
Schlagwörter	Scaffolding (Teaching Technique); Teaching Methods; Early Childhood Education; Meta Analysis; Narration; Skill Development; Verbal Communication; Sample Size; Story Telling; Pretests Posttests; Educational Strategies; Nonverbal Communication; Preschool Children; Inferences; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Meta-analysis; Metaanalyse; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrstrategie; Non-verbal communication; Nonverbale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Inference; Inferenz; Unterrichtserfolg
Abstract	Research Findings: Children's ability to tell stories and to understand the stories of others typically emerges in early childhood, supported by primary caregivers and educators. This article reviews instruction designed to foster children's narrative skills in preschool and kindergarten settings and examines the effects using meta-analysis. The review covers more than 3 decades (1980-2013) of experimental research (k = 15 studies, 28 effects). The findings showed that verbal scaffolding, alone or in combination with other strategies, was the predominant teaching approach. The meta-analysis revealed average effects (weighted for sample size) for narrative expression (.50) and a slightly larger effect for comprehension (.58). These effects were unrelated to the duration of instruction. However, when verbal strategies were combined with nonverbal ones, such as engaging children in enacting stories or in telling stories with props, the effects for expression increased (i.e., children's storytelling improved more from pretest to posttest). Practice or Policy: The review indicates promising strategies for supporting narrative skills. Furthermore, the studies identified can serve as a resource for practitioners by suggesting diverse kinds of verbal scaffolds, complementary nonverbal approaches, and storybooks that have been used effectively to foster narrative competencies among young children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01