Literaturnachweis - Detailanzeige
Autor/inn/en | Wolf, Dagmar; Boueke, Dietrich; Schülein, Frieder |
---|---|
Titel | Erzählen nach Bildergeschichten und "freies Erzählen". Ein Vergleich von Kindertexten aus der Vor- und Grundschulzeit. Paralleltitel: Story telling with and without a picture book - a comparison od oral texts by pre-school and primary school children. |
Quelle | Aus: Meng, Katharina (Hrsg.); Rehbein, Jochen (Hrsg.): Kindliche Kommunikation. Einsprachig und mehrsprachig. Mit einer erstmals auf Deutsch publizierten Arbeit von Lev S. Vygotskij zur Frage nach der Mehrsprachigkeit im kindlichen Alter. Münster u.a.: Waxmann (2007) S. 155-182 |
Reihe | Mehrsprachigkeit. 1 |
Beigaben | Illustrationen |
Sprache | deutsch |
Dokumenttyp | gedruckt; Sammelwerksbeitrag |
ISSN | 1433-0792 |
ISBN | 3-8309-1188-2; 978-3-8309-1188-3 |
Schlagwörter | Methodologie; Vergleich; Kommunikation; Kindheitsforschung; Bilderbuch; Kind; Vorschulalter; Erzählen; Text; Grundschulalter; Struktur; Deutschland |
Abstract | In any attempt to study the development of children's story-telling ability one particularly has to consider the question of what exactly makes up a story, and how stories can be elicited from children. To give an answer to the first of these two questions, [the authors] will once again make use of the "story schema" developed and presented in an earlier publication (Boueke et al. 1995). [They] argued there that investigations of "story grammars" from the "high-point" perspective only described the necessary but not sufficient conditions for reconstructing children's increasing narrative ability. Concerning the question of how to elicit stories from children, [they] asked them, in [the] first study, to recount what they had seen in a picture-book narrative. In the study presented in this paper [the authors] changed this method to a more open version without specific prompting, in order to get a more "spontaneous" story telling. The intention of the following argumentation is to examine whether or not [the] "story schema" can be considered as a complete - i.e. situationally not constrained - representation of the global structure children have in mind when they tell a story. The results of [the] analyses indicate that - just as in [the] earlier investigation, and in spite of the different methods of elicitation - the narratives of the 5-, 7-, and 9-year-old children show the same tendency in meeting the increasingly complex levels of [the] "story schema". The children's spontaneous stories differ only with respect to the use of stylistic techniques of elaboration, but not with regard to the strategies of structuring that can be found in each level of the "story schema". (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2009/4 |