Kimberly R. Kelly, Grace Ocular, Jennifer Zamudio, Jesús Plascencia
{"title":"“那开头呢?”","authors":"Kimberly R. Kelly, Grace Ocular, Jennifer Zamudio, Jesús Plascencia","doi":"10.1075/ni.19082.kel","DOIUrl":null,"url":null,"abstract":"\n This mixed model study first implemented a quantitative approach to investigate the structural coherence of the narratives\n that 3- to 6-year old children construct with and without their mothers. We then employed qualitative analysis to identify and categorize\n strategies that mothers used to scaffold their children’s developing sequencing skill during narrative conversations. Analysis of 233\n co-constructed and 209 independent past-event narratives from 65 mother-child dyads revealed that the children produced narratives with a\n range of structural coherence both independently and with maternal assistance. Chronological narratives were the most common structure\n produced with and without assistance, but leapfrog narratives persisted in the dyadic context. Five distinct patterns of maternal strategies\n that provided chronological structure to their children’s leapfrogs emerged. We discuss the ways in which the maternal strategies identified\n promote early literacy skills through scaffolding and modeling school-like literacy practices in everyday conversations.","PeriodicalId":46671,"journal":{"name":"Narrative Inquiry","volume":" ","pages":""},"PeriodicalIF":0.9000,"publicationDate":"2020-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"“But what about the beginning?”\",\"authors\":\"Kimberly R. Kelly, Grace Ocular, Jennifer Zamudio, Jesús Plascencia\",\"doi\":\"10.1075/ni.19082.kel\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n This mixed model study first implemented a quantitative approach to investigate the structural coherence of the narratives\\n that 3- to 6-year old children construct with and without their mothers. We then employed qualitative analysis to identify and categorize\\n strategies that mothers used to scaffold their children’s developing sequencing skill during narrative conversations. Analysis of 233\\n co-constructed and 209 independent past-event narratives from 65 mother-child dyads revealed that the children produced narratives with a\\n range of structural coherence both independently and with maternal assistance. Chronological narratives were the most common structure\\n produced with and without assistance, but leapfrog narratives persisted in the dyadic context. Five distinct patterns of maternal strategies\\n that provided chronological structure to their children’s leapfrogs emerged. We discuss the ways in which the maternal strategies identified\\n promote early literacy skills through scaffolding and modeling school-like literacy practices in everyday conversations.\",\"PeriodicalId\":46671,\"journal\":{\"name\":\"Narrative Inquiry\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2020-09-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Narrative Inquiry\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1075/ni.19082.kel\",\"RegionNum\":4,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"COMMUNICATION\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Narrative Inquiry","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1075/ni.19082.kel","RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"COMMUNICATION","Score":null,"Total":0}
This mixed model study first implemented a quantitative approach to investigate the structural coherence of the narratives
that 3- to 6-year old children construct with and without their mothers. We then employed qualitative analysis to identify and categorize
strategies that mothers used to scaffold their children’s developing sequencing skill during narrative conversations. Analysis of 233
co-constructed and 209 independent past-event narratives from 65 mother-child dyads revealed that the children produced narratives with a
range of structural coherence both independently and with maternal assistance. Chronological narratives were the most common structure
produced with and without assistance, but leapfrog narratives persisted in the dyadic context. Five distinct patterns of maternal strategies
that provided chronological structure to their children’s leapfrogs emerged. We discuss the ways in which the maternal strategies identified
promote early literacy skills through scaffolding and modeling school-like literacy practices in everyday conversations.
期刊介绍:
Narrative Inquiry is devoted to providing a forum for theoretical, empirical, and methodological work on narrative. Articles appearing in Narrative Inquiry draw upon a variety of approaches and methodologies in the study of narrative as a way to give contour to experience, tradition, and values to next generations. Particular emphasis is placed on theoretical approaches to narrative and the analysis of narratives in human interaction, including those practiced by researchers in psychology, linguistics and related disciplines.