Advertisement

Children’s Use of Objects in Their Storytelling

Chapter
  • 1.3k Downloads

Abstract

Children’s academic achievements are often measured by their levels of literacy and numeracy where a considerable amount of interest has been given to these specific learning domains. Narrative skills feature prominently in children’s later literacy in American and New Zealand research (Griffin et al. 2004; Reese et al. 2010). For instance, Reese et al. (2010) demonstrated that the quality of children’s oral narrative expression in the first 2 years of reading instruction uniquely predicted their later reading, over and above the role of their vocabulary knowledge and decoding skill. Stuart McNaughton’s research in South Auckland (McNaughton 2002) has also emphasised the value of narrative competence for future literacy practice while illustrating the different styles of storytelling and reading across different cultural communities. When children narrate experiences and story-tell, they engage in cognitive, affective and social experiences and explorations that extend beyond simple conversation – opportunities to understand the social world – and one’s place within it arises (Bruner 1991). Narratives are recognised as essential to both autobiographical memory and identity (Wertsch 2002; Bruner 2002; Szenberg et al. 2012). Classic studies remind us of the autonomy of children in developing their own cultural routines through mutual negotiations and storying (Sutton-Smith 1997 p.171) and the powerful combination of adding affect to cognition using story (Egan 1997; Vivian Gussin Paley 2004). In short, narrative competence is a valuable outcome in its own right.

References

  1. Barab, S. A., & Roth, W. M. (2006). Curriculum-based ecosystems: Supporting knowing from an ecological perspective. Educational Researcher, 35(5), 3–13.CrossRefGoogle Scholar
  2. Bateman, A., & Church, A. (2016). Children’s use of objects in an early years playground. European Early Childhood Education Research Journal, 3, 235–250.Google Scholar
  3. Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18(1), 1–2.CrossRefGoogle Scholar
  4. Bruner, J. (2002). Making stories: Law, literature and life. London: Harvard University Press.Google Scholar
  5. Clarkin-Phillips, J., & Carr, M. (2012). An affordance network for engagement: Increasing parent and family agency in an early childhood education setting. European Early Childhood Education Research Journal, 20(2), 177–187.CrossRefGoogle Scholar
  6. Egan, K. (1997). The educated mind: How cognitive tools shape our understanding. Chicago: University of Chicago Press.CrossRefGoogle Scholar
  7. Elliot, J. (2005). Using narrative in social research. Qualitative and quantitative approaches. London: Sage.CrossRefGoogle Scholar
  8. Fagard, J., & Lockman, J. J. (2005). The effect of task constraints on infants’ (bi)manual strategy for grasping and exploring objects. Infant Behavior & Development, 28(3), 305–315.CrossRefGoogle Scholar
  9. Gibson, J. J. (1986). The ecological approach to visual perception. Hillsdale: Lawrence Erlbaum.Google Scholar
  10. Goodwin, C. (2015). Narrative as talk-in-interaction. In A. De Fina & A. Georgakopoulo (Eds.), The handbook of narrative analysis (pp. 197–218). Chichester: Wiley.Google Scholar
  11. Griffin, T. M., Hemphill, L., Camp, L., & Wolf, D. P. (2004). Oral discourse in the preschool years and later literacy skills. First Language, 24(2), 123–147.CrossRefGoogle Scholar
  12. Gussin Paley, V. (2004). A child’s work: The importance of fantasy play. Chicago: University of Chicago Press.CrossRefGoogle Scholar
  13. Labov, W., & Waletsky, J. (1967/1997). Narrative analysis: Oral versions of personal experiences. In J. Helm (Ed.), Essays on the verbal and visual arts (pp. 12–44). Seattle: University of Washington Press.Google Scholar
  14. Lockman, J. J. (2000). A perception–action perspective on tool use development. Child Development, 71(1), 137–144.CrossRefGoogle Scholar
  15. Mandelbaum, J. (2013). Storytelling in conversation. In J. Sidnell & T. Stivers (Eds.), The handbook of conversation analysis (pp. 492–508). Sussex: Blackwell Publishing.Google Scholar
  16. McNaughton, S. (2002). Meeting of the minds. Wellington: Learning Media.Google Scholar
  17. Ministry of Education. (1996). Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa: Early childhood curriculum. Wellington: Learning Media.Google Scholar
  18. Ochs, E., & Capps, L. (2002). Living narrative. creating lives in everyday storytelling. Harvard: Harvard University Press.Google Scholar
  19. Reese, E., Suggate, S., Long, L., & Schaughency, E. (2010). Children’s oral narrative and reading skills in the first 3 years of reading instruction. Reading and Writing, 23(6), 627–644.CrossRefGoogle Scholar
  20. Sacks, H. (1992). Lectures on conversation (Vol. I & II). Oxford: Blackwell.Google Scholar
  21. Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organisation of turn-taking for conversation. Language, 50(4), 696–735.CrossRefGoogle Scholar
  22. Sutton-Smith, B. (1997). The ambiguity of play. Cambridge, MA: Harvard University Press.Google Scholar
  23. Szenberg, J., Davidson, A., Carnahan, S. (2012, May, 29–June 1). Narrative coherence in preschoolers´ stories about happy and sad experiences. Paper presentation at the Narrative Matters 2012: Life and narrative conference, Paris.Google Scholar
  24. Wertsch, J. (2002). Voices of collective remembering. Cambridge: Cambridge University Press.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2017

Authors and Affiliations

  1. 1.The University of WaikatoHamiltonNew Zealand
  2. 2.College of EducationThe University of OtagoDunedinNew Zealand

Personalised recommendations