Literaturnachweis - Detailanzeige
| Autor/inn/en | Vretudaki, Hellen; Tafa, Eufimia |
|---|---|
| Titel | Personal and Fictional Narratives Development in Kindergarten Children. The Effects of an Intervention Programme |
| Quelle | In: Early Child Development and Care, 192 (2022) 16, S.2545-2558 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Vretudaki, Hellen) ORCID (Tafa, Eufimia) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0300-4430 |
| DOI | 10.1080/03004430.2022.2027397 |
| Schlagwörter | Personal Narratives; Kindergarten; Narration; Child Development; Teaching Methods; Metacognition; Intervention; Story Reading; Comparative Analysis; Fiction; Instructional Effectiveness; Foreign Countries; Greek; Greece |
| Abstract | The purpose of this study examines the impact of an instructional strategy on kindergarten children's narrative skills. The strategy was based on Self-Regulated Strategy Development (SRSD) principles and was adapted for kindergarten children. The sample consisted of 85 children aged 5-6, attending six kindergarten classes in Crete, Greece. The intervention programme was implemented over an eight-week period. After book reading, the experimental group was trained in narrating fictional stories, whereas the control group was led in a brief discussion where they expressed their thoughts about interesting parts of the story. The results showed that the SRSD as a model of instruction helped children assimilate story structure and enabled them to apply it effectively when asked to create a personal or fictional story. The results suggested that the multilevel intervention programme engaging children in various ways (linguistically, cognitively, emotionally) have a positive impact on the development of children's narrative skill. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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