Exploring Episodic Affordance and Response in Children's Narratives Based on a Picture Book

Autor/in	Hoel, Trude
Titel	Exploring Episodic Affordance and Response in Children's Narratives Based on a Picture Book
Quelle	In: European Early Childhood Education Research Journal, 24 (2016) 2, S.239-264 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2015.1035537
Schlagwörter	Young Children; Story Telling; Language Usage; Oral Language; Picture Books; Pictorial Stimuli; Responses; Foreign Countries; Kindergarten; Age Differences; Elementary School Students; Grade 1; Video Technology; Audio Equipment; Interviews; Elementary School Teachers; Illustrations; Norway + Suchen Sie Ihr Suchwort? Frühe Kindheit; Sprachgebrauch; Oral interpretation; Mündlicher Sprachgebrauch; Picture book; Bilderbuch; Fantasieanregung; Ausland; Age; Difference; Age difference; Altersunterschied; School year 01; 1. Schuljahr; Schuljahr 01; Audio-CD; Interviewing; Interviewtechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildliche Darstellung; Norwegen
Abstract	This article presents part of a research project where the aim is to investigate six- to seven-year-old children's language use in storytelling. The children's oral texts are based on the picture book "Frog, Where Are You?" The book consists of a series of episodes that more or less directly point to the plot structure. However, it also contains several narrative detours and sub-plots. The aim of this article is: (1) to identify how the texts alternate between presence and absence of reference to the overall plot structure; and (2) to comment on cases of off-plotline narrative against the background of the interpretive potential represented by the book. Both textual and visual analysis are implemented. The main findings are that there are certain pictures in the book that hardly any of the children narrate in an on-plotline manner and that there are elements in the graphic material that may explain why the children go off-plotline at this point. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01