‘When your powers combine, I am Captain Planet’: the developmental significance of individual- and group-authored stories by preschoolers  

Oleh:

Nicolopoulou, Ageliki ; Richner, Elizabeth S. (Co-Author)

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Discourse Studies (Full Text) vol. 6 no. 3 (Aug. 2004), page 347-371.
Topik: collaboration; gender; group-authored stories; narrative development; narrative styles; peer group; social context
Fulltext: 347DES63.pdf (175.26KB)

Isi artikel

This study analyzed 328 single- and group-authored stories composed by nine 4-year-olds in a mixed-age preschool class participating in a peer-oriented storytelling and story-acting practice. Group-authored stories (33 percent) were overwhelmingly told by same-gender groups. The frequencies, developmental trajectories, and functions of group-authored stories were different for girls and boys. Girls told mostly group-authored stories in the fall and single-authored stories in the spring. Group-authoring provided ‘brain-storming sessions’ for narrative experimentation; these stories were longer, with more dramatic problems and more sophisticated character portrayals. By the spring, girls’ single-authored stories also included these features, suggesting internalized narrative gains. Boys consistently preferred single-authored stories, though in the spring the frequency and quality of their group-authored stories increased. These were longer, with more sophisticated character portrayals, than single-authored stories. Group-authored stories made a distinctive contribution to narrative development, partly by helping boys and girls overcome limitations of their preferred narrative genres.

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