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ERIC Number: EJ1153322
Record Type: Journal
Publication Date: 2017
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1040-9289
Scaffolding Narrative Skills: A Meta-Analysis of Instruction in Early Childhood Settings
Pesco, Diane; Gagné, Andréanne
Early Education and Development, v28 n7 p773-793 2017
Research Findings: Children's ability to tell stories and to understand the stories of others typically emerges in early childhood, supported by primary caregivers and educators. This article reviews instruction designed to foster children's narrative skills in preschool and kindergarten settings and examines the effects using meta-analysis. The review covers more than 3 decades (1980-2013) of experimental research (k = 15 studies, 28 effects). The findings showed that verbal scaffolding, alone or in combination with other strategies, was the predominant teaching approach. The meta-analysis revealed average effects (weighted for sample size) for narrative expression (.50) and a slightly larger effect for comprehension (.58). These effects were unrelated to the duration of instruction. However, when verbal strategies were combined with nonverbal ones, such as engaging children in enacting stories or in telling stories with props, the effects for expression increased (i.e., children's storytelling improved more from pretest to posttest). Practice or Policy: The review indicates promising strategies for supporting narrative skills. Furthermore, the studies identified can serve as a resource for practitioners by suggesting diverse kinds of verbal scaffolds, complementary nonverbal approaches, and storybooks that have been used effectively to foster narrative competencies among young children.
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A