What the Berenstain Bears Can Tell Us about School Readiness: Maternal Story Grammar Style and Preschool Narrative Recall

Autor/inn/en	Harris, Yvette R.; Schroeder, Valarie M.
Titel	What the Berenstain Bears Can Tell Us about School Readiness: Maternal Story Grammar Style and Preschool Narrative Recall
Quelle	In: Journal of Early Childhood Research, 10 (2012) 2, S.176-195 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X11430072
Schlagwörter	Story Grammar; School Readiness; Reading Readiness; Mothers; Preschool Children; Middle Class; Story Telling; Narration; Games; Recall (Psychology); Books; Childrens Literature; Young Children; Literacy; Elementary Education; United States + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Reading rate; Reading speed; Lesegeschwindigkeit; Mother; Mutter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mittelschicht; Game; Spiel; Spiele; Abberufung; Book; Buch; Monographie; Monografie; 'Children''s literature'; Kinderliteratur; Frühe Kindheit; Alphabetisierung; Schreib- und Lesefähigkeit; Elementarunterricht; USA
Abstract	Forty middle-class American mothers and their preschool children were observed in a narrative activity which involved telling a story using the Berenstain Bears Play Set as a stimulus. The goal of the study was to examine the presence of story grammar elements in both maternal and preschool narratives. In addition, the study sought to explore the types of narrative eliciting strategies mothers employ to assist their children in recalling a story. Mothers were also queried about the school readiness and narrative activity that are available in their home environments. The results of the study indicate that there are distinct maternal story grammar styles and narrative eliciting styles which are at some level related to the preschoolers' recall of stories and those styles enable preschoolers' to practice school readiness skills. The findings also suggest that preschoolers' in our study live in narrative rich environments, where mothers embed school readiness activities in narrative-like games. Suggestions for providing parents with strategies to increase their use of narratives as learning tools are discussed. (Contains 10 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10