14. Logic and mind in Spanish – English children’s narratives

This piece of comics-based research (CBR) details the use of arts-based methods in ongoing research with young transgender or otherwise gender diverse children. Drawing from both the anthropology of childhood and draw–write–tell research in public health, the central innovation of this methodology hinges on gathering children’s narratives in a less coercive manner that holds their stories intact and produces better, more trustworthy research. Discussion includes problematizing and problem-solving contemporary “child friendly” methodology, exploring the role of the child informant in qualitative research, and illustrating how arts methods can inform deeper understanding of participant data when applied in a systematic format.

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Palestinian children's narratives about living with spina bifida: Stigma, vulnerability, and social exclusion

Child Care Health and Development ◽

10.1111/cch.12625 ◽

2018 ◽

Vol 45 (1) ◽

pp. 54-62 ◽

Cited By ~ 1

Author(s):

Maha Sudki Nahal ◽

Åsa B. Axelsson ◽

Asma Imam ◽

Helena Wigert

Keyword(s):

Spina Bifida ◽

Social Exclusion ◽

Children's Narratives

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Talking About the Non-Literal: Internal States and Explanations in Child-Constructed Narratives

Psychology of Language and Communication ◽

10.1515/plc-2017-0007 ◽

2017 ◽

Vol 21 (1) ◽

pp. 133-151 ◽

Cited By ~ 3

Author(s):

Edy Veneziano

Keyword(s):

Old French ◽

Mental States ◽

Higher Order ◽

Narrative Skills ◽

Children's Narratives ◽

Internal States ◽

French Speaking ◽

Children's Attention ◽

Evaluative Instrument ◽

Children's Stories

Abstract Non-literal language most often permeates interesting and informative narratives. These are the non-perceptible, inferential aspects of a story, such as the explanation of events, the attribution of internal, particularly mental, states to the characters of the story, or the evaluation of events by the participants and/or the narrator. The main aim of this paper is to examine whether non-literal uses can be promoted in 7-year-old French-speaking children’s narratives through the use of a short conversational intervention (SCI) which focuses the children’s attention on the causes of events. The results show that, after the SCI, the expression of non-literal aspects, even higher-order ones, may make their appearance or significantly increase in children’s stories. The reasons for the effectiveness of the SCI in the promotion of non-literal uses of language and narrative skills in general, as well as the importance of using the SCI as an evaluative instrument, are discussed.

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