Personal and Fictional Narratives Development in Kindergarten Children. The Effects of an Intervention Programme

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  • Author(s): Vretudaki, Hellen (ORCID Vretudaki, Hellen (ORCID 0000-0002-8031-7926); Tafa, Eufimia (ORCID Tafa, Eufimia (ORCID 0000-0003-4555-8369)
  • Language:
    English
  • Source:
    Early Child Development and Care. 2022 192(16):2545-2558.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      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
    • Peer Reviewed:
      Y
    • Source:
      14
    • Education Level:
      Early Childhood Education
      Elementary Education
      Kindergarten
      Primary Education
    • Subject Terms:
      Personal Narratives; Kindergarten; Narration; Child Development; Teaching Methods; Metacognition; Intervention; Story Reading; Comparative Analysis; Fiction; Instructional Effectiveness; Foreign Countries; Greek
    • Subject Terms:
      Greece
    • Accession Number:
      10.1080/03004430.2022.2027397
    • ISSN:
      0300-4430
      1476-8275
    • 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.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1373459