Parent-child-adult storytelling

2008 ◽  
Vol 18 (2) ◽  
pp. 230-257 ◽  
Author(s):  
Anat Stavans ◽  
Gil Goldzweig
Keyword(s):  
Picture Book ◽  
Age Groups ◽  
Adult Child ◽  
Book Reading ◽  
Children's Literacy ◽  
Parental Narrative ◽  
Narrative Forms ◽  
The Relationship ◽  
Home And School ◽  
Parent Child

Book reading appears to be a highly revered and widely practiced home and school routine within and across literate western cultures. This study examined the relationship between home practices and expected children’s production. We assumed the contribution of home literacy patterns such as storytelling to have a predictive value on the development of children’s narrative productions as one facet of children’s literacy development. To this end, we set out to investigate similarities and differences in the profile of parental narrative input and children’s narrative productions. We first looked at the structural and organizational characteristics of adult-child and child-adult narratives and the relationship between the two in terms of its narrative forms and functions. Then we analyzed the interaction during narratives to — and by- children to other adults. The participants of this study were 64 parent-child dyads recruited into three age groups. Parents were asked to tell their child a picture-book story and the children were asked to tell the same story to an adult experimenter. The stories were recorded and transcribed. The data were coded into structural and interactive categories and analyzed between parent and children productions and across the three age groups. The results showed a complex relationship between parental narrative input and child-adult output. While parental narrative input resembles child narrative input, this resemblance grows stronger as the child gets older. Yet the differences between parental and child narrative input may be motivated by the child’s linguistic, narrative and social development.

Development of Parental Narrative Input

1996 ◽  
Vol 6 (3) ◽  
pp. 253-280 ◽  
Author(s):  
Anat Stavans
Keyword(s):  
Picture Book ◽  
Age Groups ◽  
Developmental Model ◽  
Developmental Pattern ◽  
Developmental Trend ◽  
Functional Aspects ◽  
The Social ◽  
Different Ages ◽  
Parental Narrative ◽  
Developmental Traits

Abstract The purpose of this study was to investigate the narratives of parents addressed to their children of different ages. The study had two major aims: first, to describe the formal and functional aspects and relationships in these Hebrew-speaking parents' narratives; and second, to describe the social-interactional exchanges that take place in the parental storytelling activity and trace a developmental pattern in such interactions. Using the Frog, Where Are You? picture book (Mayer, 1969), 75 monolingual Hebrew-speaking parents were asked to tell the story to their children (child's age groups: 3, 4, 5, 6, and 7+ years old) in their homes. Sessions were recorded by the parents. The stories were transcribed and coded by two independent raters. The findings show that the parental narrative input to which children are exposed at various ages is different. There is a developmental trend in this input in terms of structure and interaction. As far as structure is concerned, parental narrative input shows similar developmental traits to those observed in the narratives produced by children of the same age groups. As far as the interactional aspect of the parental narrative input, a three-stage developmental model of the socio-interactional nature of the input is proposed.

The semantic focus of maternal speech: a comment on Ninio & Bruner (1978)

1985 ◽  
Vol 12 (1) ◽  
pp. 209-213 ◽  
Author(s):  
M. Goddard ◽  
K. Durkin ◽  
D. R. Rutter
Keyword(s):  
Language Learning ◽  
Picture Book ◽  
Lexical Acquisition ◽  
Book Reading ◽  
Subsequent Research ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Maternal Speech ◽  
Picture Book Reading ◽  
Parent Child

Ninio & Bruner (1978) added an important dimension to the study of early lexical acquisition by drawing attention to the dialogue-like nature of the mother-child interactions where presumably much language-learning takes place. The authors pointed to the well-established findings that much of the child's early speech consists of names for people and objects (Leopold 1949, Werner & Kaplan 1963, Nelson 1973, Greenfield & Smith 1976). They went on to show that in one familiar type of parent–child interaction, joint picture-book reading, labels are used extensively by the adult and are inserted skilfully into a structured interactional sequence that has the texture of a dialogue (Ninio & Bruner 1978: 6). This dialogue, they suggested, ‘seems… to be a format well suited to the teaching of labelling’ (1978: 12). Subsequent research has also been interpreted as pointing to the teaching potential of joint picture-book reading (Wheeler 1983, Ninio 1983) and the opportunities it affords for situation-specific routines (Snow & Goldfield 1983).

Parent—Child Joint Picture-Book Reading Among Children With ADHD

2008 ◽  
Vol 12 (4) ◽  
pp. 361-371 ◽  
Author(s):  
Melinda A. Leonard ◽  
Elizabeth P. Lorch ◽  
Richard Milich ◽  
Neomia Hagans
Keyword(s):  
Picture Book ◽  
Book Reading ◽  
Children With Adhd ◽  
Picture Book Reading ◽  
Parent Child

Parent–child picture-book reading, mothers' mental state language and children's theory of mind

2005 ◽  
Vol 32 (3) ◽  
pp. 673-686 ◽  
Author(s):  
JUAN E. ADRIAN ◽  
ROSA A. CLEMENTE ◽  
LIDON VILLANUEVA ◽  
CAROLIEN RIEFFE
Keyword(s):  
Theory Of Mind ◽  
Mental State ◽  
Picture Book ◽  
False Belief ◽  
Book Reading ◽  
Mental State Language ◽  
Picture Book Reading ◽  
Reading At Home ◽  
State Language ◽  
Parent Child

This study focuses on parent–child book reading and its connection to the development of a theory of mind. First, parents were asked to report about frequency of parent–child storybook reading at home. Second, mothers were asked to read four picture-books to thirty-four children between 4;0 and 5;0. Both frequency of parent–child storybook reading at home, and mother's use of mental state terms in picture-books reading tasks were significantly associated with success on false belief tasks, after partialling out a number of potential mediators such as age of children, verbal IQ, paternal education, and words used by mothers in joint picture-book reading. Among the different mental state references (cognitive terms, desires, emotions and perceptions), it was found that the frequency and variety of cognitive terms, but also the frequency of emotional terms correlated positively with children's false belief performance. Relationships between mental state language and theory of mind are discussed.

scholarly journals Enhancing Parent-Child Book Reading in a Disadvantaged Community

2006 ◽  
Vol 31 (1) ◽  
pp. 20-25 ◽  
Author(s):  
Gordon Elias ◽  
Ian Hay ◽  
Ross Homel ◽  
Kate Freiberg
Keyword(s):  
Emergent Literacy ◽  
Low Socioeconomic Status ◽  
First Language ◽  
Reading Program ◽  
Dialogic Reading ◽  
Book Reading ◽  
Disadvantaged Community ◽  
Low Socioeconomic ◽  
Children's Literacy ◽  
Parent Child

A parent–child dialogic reading program was implemented across four preschools, involving 62 caregivers/parents in a low socioeconomic status, disadvantaged community where English was not the first language in 54 per cent of the homes. This socioculturally sensitive program aimed to enhance children's language and emergent literacy development, and increase parental involvement in their preschoolers' education. Over the six months of the program, the amount of parent–child reading more than doubled, from an average of 38 minutes of parent-child reading per week, to 89 minutes of parent–child reading per week. Year One teachers in the following year reported positively on the children's literacy readiness, compared to that of previous intakes. The program is described in the paper.

scholarly journals Television as a talking picture book: a prop for language acquisition

1986 ◽  
Vol 13 (2) ◽  
pp. 251-274 ◽  
Author(s):  
Dafna Lemish ◽  
Mabel L. Rice
Keyword(s):  
Language Acquisition ◽  
Picture Book ◽  
Book Reading ◽  
Joint Book Reading ◽  
Parent Child Interactions ◽  
Children And Parents ◽  
Viewing Experience ◽  
Parent Child

ABSTRACTThis study provides longitudinal observations of young children's behaviours while viewing television in their own homes, over a time when the children were actively involved in the process of language acquisition. Sixteen children were observed for a period ranging from 0; 6 to 0;8. At the beginning, their ages ranged from 0; 6.15 to 5.15; at the end, from 1; 2.15 to 3;0. The observations yielded documentation of an overwhelming and consistent occurrence of language-related behaviours among children and parents in the viewing situation. The categories of child and adult talk are reported, with description and examples of each category. The categories are compared with those reported for parent–child interactions outside the viewing experience, – in particular joint book-reading. A model of television as a talking picture book is proposed. It is argued that television has the potential to serve as a facilitator of children's language acquisition.

scholarly journals What holds a narrative together? The linguistic encoding of episode boundaries

1990 ◽  
Vol 4 (1-2) ◽  
pp. 58-121 ◽  
Author(s):  
Michael Bamberg ◽  
Virginia A. Marchman
Keyword(s):  
Picture Book ◽  
Age Groups ◽  
Narrative Structure ◽  
Judgment Task ◽  
English Speakers ◽  
Developmental Patterns ◽  
Language Groups ◽  
Narrative Functions ◽  
Discourse Units ◽  
The Relationship

This paper presents a linguistic analysis of episode boundaries in narratives produced from a 24-page picture book by German and English speakers. We investigate the development of form/function relationships involved in the discursive organization of narratives, attempting to bring together research traditions that typically consider the linguistic structuring and the conceptualization of narratives as two separate domains. Focussing in our analysis on the linguistic realization of discourse boundaries, we integrate a qualitative and quantitative approach to the exploration of (1) the relationship between the existence and commonality (“availability”) of particular markers (e.g., aspect) in a given language and the structure that narratives take, and (2) the developmental patterns in the use of several formal devices for serving discourse (i.e., narrative) functions. Episode boundaries were identified with an “importance” judgment task. These ratings were used guiding the analyses of the narrative productions of 72 subjects in three age groups (5 and 9 years, and adults) and two languages (English and German). The findings suggest that, in general, event boundaries ranking higher in the episode hierarchy are more clearly marked than events that are seen to be less important. Further, comparing the English and German narratives, the availability of devices in a language can influence the explicitness with which episode boundaries are marked. Lastly, developmental analyses suggest that children in both language groups first mark episode boundaries in the service of highlighting and intensifying locally-defined discourse level units. The use of these markers evolves toward packaging larger discourse units, resulting in a global structuring of the episodic configuration of the narrative whole. These cross-linguistic and developmental patterns suggest that marking episode boundaries involves a complex interplay between two kinds of narrative orientations: (a) the horizontal alignment of linearly-ordered narrative events, and (b) the vertical organization of events along a hierarchical axis of narrative structure.

scholarly journals Children’s Interest in Learning English Through Picture Books in an EFL Context: The Effects of Parent–Child Interaction and Digital Pen Use

2020 ◽  
Vol 10 (2) ◽  
pp. 40
Author(s):  
Naya Choi ◽  
Sujeong Kang ◽  
Jiyeon Sheo
Keyword(s):  
Picture Book ◽  
Book Reading ◽  
Efl Context ◽  
Child Interaction ◽  
Parent Child Interactions ◽  
Digital Pen ◽  
Parent Child Interaction ◽  
Picture Book Reading ◽  
Parent Child ◽  
Learning English

In recent years, the ways in which to read English picture books to young children has become diverse in English as a foreign language (EFL) context. The present study examined the effect of parent-child interactions and digital pen use during English picture book reading in the child’s interest in learning English. A total of 320 Korean mothers of three to five year old preschool children participated in the study. The results revealed the following. First, children’s interest in learning English was higher when they used digital pens and engaged in frequent parent-child interactions during English picture book reading. Second, parent-child interaction was a more significant variable in children’s interest in learning English compared to digital pen use. Third, the moderator effect of digital pen use in the relation between parent-children interaction and children’s interest in learning English was insignificant. In other words, parent-child interaction was important in increasing children’s interest in learning English, regardless of digital pen use. While rapid advances in technology enhanced teaching pedagogy, parent-child interaction in foreign language learning still remains as a crucial factor. Further implications and future directions are discussed.

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