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ERIC Number: ED464722
Record Type: Non-Journal
Publication Date: 2002-Apr-1
Pages: 35
Abstractor: N/A
Reference Count: N/A
Moral Scripts and Dialogic Inquiry in Scaffolding Young Children's Cultural Understanding of a Movie Story.
Beck, Robert J.
In a movie retelling task that was concerned with the moral dilemma of how to treat a hurt wild animal, the extended preparatory dialogues of seven effective middle-class mothers and their 5-year-olds were studied to develop a moral script and dialogic inquiry model of scaffolding children's narrative competency. A content analysis of the dialogues revealed that all the dyads used comparable moral scripts consisting of references to the story characters' actions and subjective states to repair and support children's understanding of the moral rule. A turn-taking analysis of the dialogues showed that mothers and children generally engaged in: (1) an initial inquiry phase consisting of initiatory questions, responses, and evaluation turns sequences (IRE) that were used to establish what children thought were characters' actions, intentions, and feelings; and (2) a follow-up, moral explanation and argument phase in which participants urged different courses of action to resolve the dilemma. A scaffolding model for fostering narrative competency was proposed for developing children's intersubjective understanding and moral reasoning. Mothers used syllogistic and simple causal reasoning to argue their theories of the characters' intentions, actions, and needs in the story; while children made counterarguments using emotional, egocentric, and immature moral reasoning. Based on this model, a program was designed for training parents to support their children's production of moral meanings from stories. (Contains 41 references.) (Author/HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A