Understanding the landscapes of stories: the association between preschoolers' narrative comprehension and production skills and cognitive abilities

被引:54
作者
Curenton, Stephanie [1 ,2 ]
机构
[1] Rutgers State Univ, Bloustein Sch Planning & Publ Policy, New Brunswick, NJ 08901 USA
[2] NAEYC, Washington, DC 20005 USA
关键词
narratives; oral storytelling; false belief; Head Start; cognition;
D O I
10.1080/03004430.2010.490946
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Seventy-two African-American and European American low-income preschoolers attending Head Start and community childcare centres were asked to create an oral story using a wordless picture book, then told an oral story using the same book and asked follow-up comprehension questions. Children's performance was better on questions addressing the character's actions versus his motives/intentions. Fiveyear-olds outperformed three-year-olds, and African-Americans outperformed European Americans on questions about the character's motives/intentions. After controlling for children's age and ethnicity, the only narrative skill that predicted cognitive abilities was narrative quality: children who created narratives that included the character's motives/intentions had higher cognitive skills.
引用
收藏
页码:791 / 808
页数:18
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