PreSchool Narrative Development Flashcards
(19 cards)
Narrative types include:
p______ e________ retell
re-_______ (books, movies, tv)
self-g__________ fictional s_______
pro__________
personal event retell
re-tell (books, movies, tv)
self-generated fictional stories
procedures
Narrative purposes include:
to e_________
to i_________
to share kn________
to share e__________
Narrative purposes include:
to entertain
to instruct
to share knowledge
to share experience
Narrative:
link to literacy development
C__________ (familiar, immediate)
N__________(familiar, past)
L_________ Topics (abstract, past)
Narrative:
link to literacy development
Conversation (familiar, immediate)
Narrative (familiar, past)
Literate Topics (abstract, past)
Narrative:
links to conceptual development
Applebee, 1978
Temporal (past, future)
Cause-effect (so, because)
Theory of Mind
Narrative:
links to conceptual development
Applebee, 1978
Temporal (past, future)
Cause-effect (so, because)
Theory of Mind
Narrative:
links to oral language development
explicit v______
clear p_______ use
temporal c________
feelings and m_________
conventional p_____/story g________
explicit vocab
clear pronoun use
temporal connectives
feelings and motivations
conventional patterns/story grammar
Additive Conjunctions:
add info:
a____
Temporal Conjunctions:
time:
b______ th___ wh____
Causal Conjunctions:
cause/effect:
b_____ s__ s_____ th____________
Additive Conjunctions:
add info:
and
Temporal Conjunctions:
time:
before then while
Causal Conjunctions:
cause/effect:
because so since therefore
Narrative Features:
2 Cs
C____________
Focus on a topic
Ch___________
Sequencing events
Ages:
Adult support at 22 months
2 year olds: c___________
3 year olds: 50% c_______ & ch_______
5 year olds: 75% c_______ & ch_______
Narrative Features:
2 Cs
Centering:
Focus on a topic
Chaining
Sequencing events
Ages:
Adult support at 22 months
2 year olds: centering
3 year olds: 50% centering & chaining
5 year olds: 75% centering & chaining
C________ Narrative Example:
I go shops. And then see Mummy. And then go bed.
C_________ Narrative Example:
There is a farm. I see a cow. Moo. A farmer! I see a tractor.
Chaining Narrative Example:
I go shops. And then see Mummy. And then go bed.
Centering Narrative Example:
There is a farm. I see a cow. Moo. A farmer! I see a tractor.
Story Grammar:
P___________, rule-g__________ organisation of stories.
Stories consist of c_________ and r_____ underlying these c__________.
R_______ and c___________ change by c______.
Story Grammar:
Predictable, rule-governed organisation of stories.
Stories consist of components and rules underlying these components.
Rules and components change by culture.
Story Grammar Components:
- S__________
There was a little boy - I__________ e_______
who got kidnapped by pirates - I_________ r______
so he was very scared - P____
so he decided to escape! - A________
He cut his ropes when the pirates weren’t looking - C_____________
and he got away! - R_________
and he ran home to his family.
Story Grammar Components:
- Setting
There was a little boy - Initiating event
who got kidnapped by pirates - Internal response
so he was very scared - Plan
so he decided to escape! - Attempt
He cut his ropes when the pirates weren’t looking - Consequence
and he got away! - Reaction
and he ran home to his family.
Supporting Narrative Development:
M_________, Sc__________, In__________
M_____________
Children listen to parents/caregivers
S________________
Key qu________ and p__________:
“what happened next?”
“And that made you feel…”
I_____________
Formally taught in school
Supporting Narrative Development:
Modelling, Scaffolding, Instruction
Modelling
Children listen to parents/caregivers
Scaffolding
Key qu________ and p__________:
“what happened next?”
“And that made you feel…”
Instruction
Formally taught in school
Stages of Narrative Structure Development
L_________: (2-3yrs)
Unrelated statements that l_____ or describe
L________: (Late 2-3yrs)
Statements around a central topic.
C______________: (3-4yrs)
Statements around a central topic with perceptual, not temporal, links.
OR
Unfocused chain: temporally related statements without a central topic.
S______________: (5yrs)
Focused chain: temporally related topics around a central topic.
Character goals and intentions and causality.
N___________: (5-7yrs)
Temporally related statements around a central topic with a theme or moral.
Developed plots.
Stages of Narrative Structure Development
Labelling: (2yrs)
Unrelated statements that l_____ or describe
Listing: (2-3yrs)
Statements around a central topic.
Connecting: (3-4yrs)
Statements around a central topic with perceptual, not temporal, links.
OR
Unfocused chain: temporally related statements without a central topic.
Sequencing: (5yrs)
Focused chain: temporally related topics around a central topic.
Character goals and intentions and causality.
Narrating: (5-7yrs)
Temporally related statements around a central topic with a theme or moral.
Developed plots.
Narrative Structure Development:
Children may produce narratives of differing difficulty based on the s_______.
R_______ of a familiar story is usually a higher level than o_________ stories.
Children often tell stories that across t___ or even th_____ narrative levels at any age.
Narrative Structure Development:
Children may produce narratives of differing difficulty based on the stimuli.
Retell of a familiar story is usually a higher level than original stories.
Children often tell stories that across two or even three narrative levels at any age.
2 years and Under: Scripts
Produced around r_________ and commonly experienced e________.
“socks, shirt, pants, hat!”
“outside soccer there”
2 years and Under: Scripts
Produced around routines and commonly experienced events.
“socks, shirt, pants, hat!”
“outside soccer there”
Stages of Narrative Structure:
Labelling/Heaps: 2-3 years
Groups of u____________ ideas.
Frequent t_______ switches.
No s__________ or cohesive devices.
No o___________/setting.
Usually in simple progressive t______.
eg.
“Doggie go woof. Man got a hat. Sit down there.”
Stages of Narrative Structure:
Labelling/Heaps
Groups of unrelated ideas.
Frequent topic switches.
No sequencing or cohesive devices.
No orientation/setting.
Usually in simple progressive tense.
eg.
“Doggie go woof. Man got a hat. Sit down there.”
Stages of Narrative Structure:
Listing/Chaining: 3 years
Central character, t______, or setting.
No t_______ order: may use “and then” but actions are not really sequential.
No causal r_____________.
eg.
Central t_____: “Soup”-
She has a doll, the doll is eating soup, I don’t like to eat soup. It’s yucky.
Central t______: “Living with”-
She lives with her dad. She lives with her mum. Grandma and Grandpa live together. And then these animals live with them.
Stages of Narrative Structure:
Listing/Chaining: 3 years
Central character, topic, or setting.
No temporal order: may use “and then” but actions are not really sequential.
No causal relationships.
eg.
“Soup”-
She has a doll, the doll is eating soup, I don’t like to eat soup. It’s yucky.
“Living with”-
She lives with her dad. She lives with her mum. Grandma and Grandpa live together. These animals live with them.
Stages of Narrative Structure:
Connecting/Primitive: 3-4 years
Characters, setting and central t____.
No or minimal t_________ links, order of statements may be s________.
Emerging cause/e______- emotions and expressions often discussed.
eg.
The boy got up. Mum was sleeping. The boy went in the kitchen. He put the toast and got some milk. Then the toast was smoke. The boy dropped the milk and started to cry. Mum comes running in and stop smoke.”
Stages of Narrative Structure:
Connecting/Primitive: 3-4 years
Characters, setting and central topic.
No or minimal temporal links, order of statements may be swappable.
Emerging cause/effect- emotions and expressions often discussed.
eg.
The boy got up. Mum was sleeping. The boy went in the kitchen. He put the toast and got some milk. Then the toast was smoke. The boy dropped the milk and started to cry. Mum comes running in and stop smoke.”
Yarning Description:
Aboriginal English story telling.
Refers to talk based on r____ e___________.
O____ story-telling:
Can be heavily dramatic in t____.
May involve extensive use of f______ expression and g______.
Expressive use of p_______.
Variation in t___ and v________.
Yarning:
Aboriginal English story telling.
Refers to stories/talk based on real experiences.
Oral story-telling:
Can be heavily dramatic in tone.
May involve extensive use of facial expression and gesture.
Expressive use of pauses.
Variation in tone and volume.
Yarning Features:
Situated:
Orientation is often focused on a p_____ or e______ , rather than a calendar time.
eg. “In Gero”, “at Nanna’s funeral” NOT “on Monday” or “last week”
Dramatic:
Direct speech s_________- characters will talk without introduction and switch without explanation. Speech can be actual s_______ or character th_______.
Inclusive:
Includes detail that may not be considered “r_________” in a Western narrative.
Interactive:
Frequent tags to audience to c_______ “you know?” or requests for audience p____________ (elaboration, questions etc.).
Yarning Features:
Situated:
Orientation is often focused on a place or event , rather than a calendar time.
eg. “In Gero”, “at Nanna’s funeral” NOT “on Monday” or “last week”
Dramatic:
Direct speech switching- characters will talk without introduction and switch without explanation. Speech can be actual speech or character thoughts.
Inclusive:
Includes detail that may not be considered “relevant” in a Western narrative.
Interactive:
Frequent tags to audience to c_______ “you know?” or requests for audience participation (elaboration, questions etc.).
