ERIC Number: ED390553
Record Type: RIE
Publication Date: 1995-Sep
Reference Count: N/A
The Development of Children's Story Telling Skills.
To examine the skills and knowledge children use when they develop and tell stories, this study sought to provide an experiential demonstration of how schemata guides comprehension. Subjects were preschool, third-, and fifth-grade children described by their teachers as having average reading comprehension. Each child met with a researcher in an empty classroom. Child and researcher played games to get acquainted with each other, and then the researchers told the child a story. The child was then asked to retell the same story, remembering every possible detail. Story reconstructions were taped, the tapes transcribed, and the story coded for recall. Results showed that: (1) older children's storytelling skills had a qualitative advantage over those of younger children; (2) preschool and third-grade children told less elaborate stories and remembered fewer emotional details than fifth graders; (3) children's storytelling abilities became more elaborate with age; and (4) children were able to recall only to the extent that their schemata, determined by their knowledge of the world, enabled them to do so. Appended are text suprastructures for three stories. Contains 14 references. (JW)
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, Elementary Education, Elementary School Students, Foreign Countries, Learning Processes, Preschool Children, Preschool Education, Reading Comprehension, Recall (Psychology), Retention (Psychology), Schemata (Cognition), Story Telling
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the European Conference on the Quality of Early Childhood Education (5th, Paris, France, September 7-9, 1995).