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Arab Children's Narrative Development Measuring Narrative Interaction and Narrative Intervention in Arab-Speaking Children by Do-Bine and Do-Fine

Year 2018, Volume: 10 , 177 - 196, 12.09.2018

Abstract

This research represents a pioneering study in the Arab world, in which
scientific data on children's language is still lacking, and this holds
especially true for the development of narrative competence in early childhood.
The goal of the present research was to measure the development of Arab
children's narrative competence and to investigate whether its acquisition can
be speeded up through the implementation of an intervention program based on
the principles of the interactive approach. We assumed that the narrative
competence of all children would increase with age, and further that
improvements would take place in the research group due to the intervention
program. The research form is an experiment; the experimental group was exposed
to the intervention and another, control group was not. Measurements of
narrative competence were taken in both groups before and after the
intervention. The sample consisted of 124 children of the two ages 3-4 and 5-6
years. The sample was divided randomly into 60 children in the research and 64
in the control group. We used the "DO-BINE" program which assesses
narrative competence, and "DO-FINE" intervention. The results show
that the 5-6 year olds achieved higher scores than the 3-4 year olds in all
three narrative competences. The findings of this study can help administrators
and education-policy makers with the treatment of children in the development
of spoken language skills and their emerging literacy in kindergarten.
Moreover, serve for professionals in kindergarten for diagnosis, assessment and
treatment of young children, including those with special needs.

References

  • Andresen, H. (2005). Role play and language development in the preschool years. Culture and Psychology, 11 , 387- 414. Andresen, H., & Januschek, F. (2007). Sprache Spielen. In H. Andresen, & F. Januschek (Eds.), Sprache Spielen (pp. 7-25). Freiburg: Fillibach. 7 – 25 Aram, D., & Biron, S. (2003). Promoting literacy in preschool: Intervention programs in Jaffa. The Kindergarten's Echo, 2, 4-24. (In Hebrew). Aram, D., & Biron, S. (2004). Joint story-book reading and joint writing interventions among low SES preschoolers: Differential contributions to early literacy. Early Childhood Research Quarterly, 19, 588-610. Aram. D., & Levin, I. (2004). The role of maternal mediation of writing to kindergardners in promoting literacy achievements in second grade: A longitudinal perspective. Reading and Writing: Interdisciplinary Journal. 17(4) 387-409. Berman, R. (1982c). Dative Marking of the Affectee Role: Data from Modern Hebrew. Hebrew Annual Review, 6, 35-59. Berman, R. A. (1997b). Narrative theory and narrative development: The Labovian Impact. Journal of Narrative and Life History, 7, (1-4), 235-244. Berman, R.A., & Slobin, D.I. (1994). Relating Events in Narrative: A Crosslinguistic Developmental Study. Hillsdale, NJ: Erlbaum. Briznitz, Z., & Yamin, R. (2008). From education research to achievement at the early childhood education. The Israeli academy. Diagnosis, Measurement and Evaluation kinder garden -2 grade.[ in Hebrew]. Burghardt, G. M. (2011). Defining and recognizing play. In Pellegrini A.D. (Ed.), The Oxford handbook of the development of play (pp. 9-18). New York: Oxford University Press. Cummins, J. P. (1981). The Role of Primary Language Development in Promoting Educational Success for Language Minority Students. In F.C. Leyba (Ed.), Schooling and Language Minority Students: A Theoretical Framework (pp. 3-49). Los Angeles, CA: Evaluation, Dissemination, and Assessment Center, California State University. Duke, N. (2001). Print experiences and environments offered to children in very low- and very high- SES first grade classrooms. Teacher Education Research, 37 (2), 441-478. Eaton, J., Collis, G., & Lewis, V. (1999). Evaluative explanations in children's narratives of a video sequence without dialogue. Journal of Child Language, 26, 699-720. Fagen, R. (2011). Play and Develoment. In Pellegrini A. D. (Ed.), The Oxford handbook of the development of play (pp. 83-100). New York: Oxford University Press. Göncü, A. (1993). Development of inter subjectivity in the social pretend play of young children. Human Development, 36, 185-198. Göncü, A., & Gaskins, S. (2011). Comparing and extending Piaget and Vygotksy's understandings of play: Symbolic play as individual, sociocultural, and educational interpretation. In A. D. Pellegrini (Ed.), The oxford handbook of the development of play (pp. 48-57). New York: Oxford University Press. Goncu, A., Mistry, J., & Mosier, C. (2000). Cultural variations in the play of toddlers. International Journal of Behavioral Development, 24, 321-329. Graesser, A. C., Gernsbacher, M. A., & Goldman, S. (2003). Handbook of discourse processes. Mahwah, NJ: Erlbaum. Hall, S. [1989] 1996. New ethnicities. In D. Morley & K. H. Chen (Eds.), Stuart Hall. Critical Dialogues in Cultural Studies (pp. 441-449). London-New York: Routledge. Hausendorf, H., & Quasthoff ,U. M. (1992). Patterns of Adult-Child-Interaction as a Mechanism of Discourse Acquisition. Journal of Pragmatics 17, (3) 241-260. Hausendrof, H., & Quasthoff, U. M. (1996). An Interactive Approach to the study of narrative: In A.C. Graesser, M. A. Gernsbacher, S.R. Goldman (Eds.), Handbook of Discourse Processes (p. 411). Lawrence Erlbaum Associates. Hudson, J. A., & Nelson, K. (1986). Repeated encounters of a similar kind: The effects of familiarity on children’s autobiographical recall. Cognitive Development, 1, 253–271. Hudson, J.A., & Shapiro, L.R. (1991). From knowing to telling: The development of children’s scripts, stories, and personal narratives. In A. McCabe & C. Peterson (Eds.), Developing Narrative Structure. Hillsdale, NJ: Lawrence Earlbaum Associates, Publishers. Katz-Bernstein, N. (2003). Therapie aus pädagogisch- psychologischer Sicht. In M. Grohnfeldt (Ed.), Lehrbuch der Sprachheilpädagogik, Therapie und Rehabilitation. (ed.4) (pp. 66-90). Stuttgart: W. Kohlhammer. Katzenberger, I. (1994). Cognitive, linguistic and developmental factors in the narration of picture series. Unpublished doctoral dissertation. Tel-Aviv University. [In Hebrew]. Klein, P., & Yavlon, Y. (2008). From research to action in early-age education, Jerusalem: National Science Academy Available at: http://www.academy.ac.il/data/egeret/86/EgeretArticles/early-childhood-education- Labov, W. (1972). Language in the Inner City: Studies in the Black English Vernacular. Philadelphia: U of Pennsylvania P. McCabe, A., Peterson, C., & Connors, D. M. (2006). Attachment security and narrative elaboration. International Journal of Behavioral Development, 30(5), 398-409. Mullis, I. V. S., Martin, M. O., Gonzales, E. J., & Kennedy, A. M. (2003). PIRLS 2001 international report. IEA’s study of reading literacy achievement in primary school in 35 countries. Boston, MA: International Study Center, Lynch School of Education, Boston College. Nelson, K. (1986). Event knowledge: Structure and function in development. Hillsdale, NJ: Erlbaum. Nelson, K. (1991). Remembering and Telling: A Developmental Story, journal of Narrative and Life History, 1,109-127. Nelson, K. (2006). Advances in pragmatic developmental theory: The case of language acquisition. Human Development, 49, 184-188. Nelson, K. (2010).Cognitive Function of Language in Early Childhood: In B.D. Homer & C.S. Tamis-LeMonda (Ed): The development of Social Cognition and Communication (pp. 7-28). Mahwah, NJ: LEA. Nickolaus, K., Quasthoff, A.M., & Repp, M. (1984). An Interactive Approach to the study of narrative: In A. C. Graesser, M.A. Gernsbacher & S. R. Goldman (Eds.), Handbook of Discourse Processes (2003, pp. 411). Mahwah, NJ: LEA. Paul, R., & Smith, R.L. (1993). Narrative Skills in 4 years old with Normal, Impaired and Late-Development language. Journal of Speech and Hearing Research, 36, 592-598. Peled-Elhanan, N. (2000). ‘Teaching as praxis vs. teaching as technique’. In O. Schwardsold, S. Blum-Kulka & E. Olstein (Eds.), Raphael Nir Book – Studies in Teaching, Language and Communication. Jerusalem: Carmel Publishers. [in Hebrew] Pellegrini, A. D. (2010). Play and games mean different things in an educational context. Nature, 467, 27. Pellegrini, A.D., & Galda, L. (1991). Longitudinal relations among preschooler’s symbolic play, metalinguistic verbs and emergent literacy. In J. F. Christie (Ed.), Play and early literacy development (pp. 47-67). Albany, NY: State University of New York Press. Peterson, C., & McCabe, A. (1983). Developmental psycholinguistics: Three ways of looking at a child’s narrative. New York: Plenum. Quasthoff, U. M. (1986, 1995,1997). An Interactive Approach to the study of narrative: In A. C. Graesser, M. A. Gernsbacher & S. R. Goldman (Eds.), Handbook of Discourse Processes (p. 411). Published by Lawrence Erlbaum Associates. Quasthoff, U. M. (2006). Erzählkompetenz zwischen Mündlichkeit und Schriftlichkeit. In Grundschule, 12(38), 32-33. Quasthoff, U. M. (2008). Mündliche Kommunikation. In: Jürgens, Eiko & Jutta Standop (Eds.), Taschenbuch Grundschule. (ed.4): Fachliche und überfachliche Gestaltungsbereiche, (pp. 57-69). Schneider Publisher Hohengehren. Quasthoff, U. M., & Katz-Bernstein, N. (2007). Diskursfähigkeiten. In: Grohnfeldt, Manfred (Ed.), Lexikon der Sprachtherapie (pp. 72-75). Stuttgart: Kohlhammer Publisher. Quasthoff, U.M., Fried, L., Katz-Bernstein, N., Lengning, A., Schröder, A. & Stude, J. (2011). (Vor)Schulkinder erzählen im Gespräch: Kompetenzunterschiede systematisch erkennen und fördern. Das Dortmunder Beobachtungsinstrument zur Interaktions- und Narrationsentwicklung (DO-BINE) und der Dortmunder Förderansatz (DO-FINE). Schneider Verlag Hohengehren. Schröder, A. (2009): Vergleichende Analyse interaktiver Erzählfähigkeiten beisechsjährigen Kindern mit einer so genannten Spezifischen Sprachentwicklungsstörung und Kindern mit unauffälligem Spracherwerb. https://eldorado.tu-dortmund.de/bitstream/ 2003/27128/1/Dissertation.pdf. Shatil, E., Share, D. C., & Levin, I. (2000). "On the contribution of kindergarten writing to grade one literacy: A longitudinal study in Hebrew", Applied Psycholinguistics, 21, 1-21. Smilansky, S. & Shefatya, L. (1993). Facilitating play: ha-Miśḥaḳ ha-sotsyodramaṭi : emtsaʻi le-ḳidum limudi, ḥevrati ṿe-rigushi shel yeladim tseʻirim. Ḳiryat Byaliḳ: Ah Press. [In Hebrew]. Tomasello, M. (2000). The item based nature of children's early syntactic development. Trends in Cognitive Sciences, 4, 156–163. Vygotsky, L.S. (1962). Thought and Language. Cambridge, MA: MIT Press. Vygotsky, L. S. (1987). Thinking and speech (U. Minick, Ed. and Trans.). New York: Plenum, (translation of Vygotsky, 1982b). Vygotsky, L.S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology 42, 1, (4 – 84). (Original work published 1930). Whitehurst, G. J., Epstein, J. N., Jeffrey, N., Angel, A., Payne, A. C., Crone, D., & Fischel, J. E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86, 541-556. Whitehurst, G.J. (1997). Language processes in context: Language learning in children reared in poverty. In L. B. Adamson & M. S. Romski (Eds.), Research on communication and language disorders: Contribution to theories of language development (pp. 233-266). Baltimore, MD: Brookes.
Year 2018, Volume: 10 , 177 - 196, 12.09.2018

Abstract

References

  • Andresen, H. (2005). Role play and language development in the preschool years. Culture and Psychology, 11 , 387- 414. Andresen, H., & Januschek, F. (2007). Sprache Spielen. In H. Andresen, & F. Januschek (Eds.), Sprache Spielen (pp. 7-25). Freiburg: Fillibach. 7 – 25 Aram, D., & Biron, S. (2003). Promoting literacy in preschool: Intervention programs in Jaffa. The Kindergarten's Echo, 2, 4-24. (In Hebrew). Aram, D., & Biron, S. (2004). Joint story-book reading and joint writing interventions among low SES preschoolers: Differential contributions to early literacy. Early Childhood Research Quarterly, 19, 588-610. Aram. D., & Levin, I. (2004). The role of maternal mediation of writing to kindergardners in promoting literacy achievements in second grade: A longitudinal perspective. Reading and Writing: Interdisciplinary Journal. 17(4) 387-409. Berman, R. (1982c). Dative Marking of the Affectee Role: Data from Modern Hebrew. Hebrew Annual Review, 6, 35-59. Berman, R. A. (1997b). Narrative theory and narrative development: The Labovian Impact. Journal of Narrative and Life History, 7, (1-4), 235-244. Berman, R.A., & Slobin, D.I. (1994). Relating Events in Narrative: A Crosslinguistic Developmental Study. Hillsdale, NJ: Erlbaum. Briznitz, Z., & Yamin, R. (2008). From education research to achievement at the early childhood education. The Israeli academy. Diagnosis, Measurement and Evaluation kinder garden -2 grade.[ in Hebrew]. Burghardt, G. M. (2011). Defining and recognizing play. In Pellegrini A.D. (Ed.), The Oxford handbook of the development of play (pp. 9-18). New York: Oxford University Press. Cummins, J. P. (1981). The Role of Primary Language Development in Promoting Educational Success for Language Minority Students. In F.C. Leyba (Ed.), Schooling and Language Minority Students: A Theoretical Framework (pp. 3-49). Los Angeles, CA: Evaluation, Dissemination, and Assessment Center, California State University. Duke, N. (2001). Print experiences and environments offered to children in very low- and very high- SES first grade classrooms. Teacher Education Research, 37 (2), 441-478. Eaton, J., Collis, G., & Lewis, V. (1999). Evaluative explanations in children's narratives of a video sequence without dialogue. Journal of Child Language, 26, 699-720. Fagen, R. (2011). Play and Develoment. In Pellegrini A. D. (Ed.), The Oxford handbook of the development of play (pp. 83-100). New York: Oxford University Press. Göncü, A. (1993). Development of inter subjectivity in the social pretend play of young children. Human Development, 36, 185-198. Göncü, A., & Gaskins, S. (2011). Comparing and extending Piaget and Vygotksy's understandings of play: Symbolic play as individual, sociocultural, and educational interpretation. In A. D. Pellegrini (Ed.), The oxford handbook of the development of play (pp. 48-57). New York: Oxford University Press. Goncu, A., Mistry, J., & Mosier, C. (2000). Cultural variations in the play of toddlers. International Journal of Behavioral Development, 24, 321-329. Graesser, A. C., Gernsbacher, M. A., & Goldman, S. (2003). Handbook of discourse processes. Mahwah, NJ: Erlbaum. Hall, S. [1989] 1996. New ethnicities. In D. Morley & K. H. Chen (Eds.), Stuart Hall. Critical Dialogues in Cultural Studies (pp. 441-449). London-New York: Routledge. Hausendorf, H., & Quasthoff ,U. M. (1992). Patterns of Adult-Child-Interaction as a Mechanism of Discourse Acquisition. Journal of Pragmatics 17, (3) 241-260. Hausendrof, H., & Quasthoff, U. M. (1996). An Interactive Approach to the study of narrative: In A.C. Graesser, M. A. Gernsbacher, S.R. Goldman (Eds.), Handbook of Discourse Processes (p. 411). Lawrence Erlbaum Associates. Hudson, J. A., & Nelson, K. (1986). Repeated encounters of a similar kind: The effects of familiarity on children’s autobiographical recall. Cognitive Development, 1, 253–271. Hudson, J.A., & Shapiro, L.R. (1991). From knowing to telling: The development of children’s scripts, stories, and personal narratives. In A. McCabe & C. Peterson (Eds.), Developing Narrative Structure. Hillsdale, NJ: Lawrence Earlbaum Associates, Publishers. Katz-Bernstein, N. (2003). Therapie aus pädagogisch- psychologischer Sicht. In M. Grohnfeldt (Ed.), Lehrbuch der Sprachheilpädagogik, Therapie und Rehabilitation. (ed.4) (pp. 66-90). Stuttgart: W. Kohlhammer. Katzenberger, I. (1994). Cognitive, linguistic and developmental factors in the narration of picture series. Unpublished doctoral dissertation. Tel-Aviv University. [In Hebrew]. Klein, P., & Yavlon, Y. (2008). From research to action in early-age education, Jerusalem: National Science Academy Available at: http://www.academy.ac.il/data/egeret/86/EgeretArticles/early-childhood-education- Labov, W. (1972). Language in the Inner City: Studies in the Black English Vernacular. Philadelphia: U of Pennsylvania P. McCabe, A., Peterson, C., & Connors, D. M. (2006). Attachment security and narrative elaboration. International Journal of Behavioral Development, 30(5), 398-409. Mullis, I. V. S., Martin, M. O., Gonzales, E. J., & Kennedy, A. M. (2003). PIRLS 2001 international report. IEA’s study of reading literacy achievement in primary school in 35 countries. Boston, MA: International Study Center, Lynch School of Education, Boston College. Nelson, K. (1986). Event knowledge: Structure and function in development. Hillsdale, NJ: Erlbaum. Nelson, K. (1991). Remembering and Telling: A Developmental Story, journal of Narrative and Life History, 1,109-127. Nelson, K. (2006). Advances in pragmatic developmental theory: The case of language acquisition. Human Development, 49, 184-188. Nelson, K. (2010).Cognitive Function of Language in Early Childhood: In B.D. Homer & C.S. Tamis-LeMonda (Ed): The development of Social Cognition and Communication (pp. 7-28). Mahwah, NJ: LEA. Nickolaus, K., Quasthoff, A.M., & Repp, M. (1984). An Interactive Approach to the study of narrative: In A. C. Graesser, M.A. Gernsbacher & S. R. Goldman (Eds.), Handbook of Discourse Processes (2003, pp. 411). Mahwah, NJ: LEA. Paul, R., & Smith, R.L. (1993). Narrative Skills in 4 years old with Normal, Impaired and Late-Development language. Journal of Speech and Hearing Research, 36, 592-598. Peled-Elhanan, N. (2000). ‘Teaching as praxis vs. teaching as technique’. In O. Schwardsold, S. Blum-Kulka & E. Olstein (Eds.), Raphael Nir Book – Studies in Teaching, Language and Communication. Jerusalem: Carmel Publishers. [in Hebrew] Pellegrini, A. D. (2010). Play and games mean different things in an educational context. Nature, 467, 27. Pellegrini, A.D., & Galda, L. (1991). Longitudinal relations among preschooler’s symbolic play, metalinguistic verbs and emergent literacy. In J. F. Christie (Ed.), Play and early literacy development (pp. 47-67). Albany, NY: State University of New York Press. Peterson, C., & McCabe, A. (1983). Developmental psycholinguistics: Three ways of looking at a child’s narrative. New York: Plenum. Quasthoff, U. M. (1986, 1995,1997). An Interactive Approach to the study of narrative: In A. C. Graesser, M. A. Gernsbacher & S. R. Goldman (Eds.), Handbook of Discourse Processes (p. 411). Published by Lawrence Erlbaum Associates. Quasthoff, U. M. (2006). Erzählkompetenz zwischen Mündlichkeit und Schriftlichkeit. In Grundschule, 12(38), 32-33. Quasthoff, U. M. (2008). Mündliche Kommunikation. In: Jürgens, Eiko & Jutta Standop (Eds.), Taschenbuch Grundschule. (ed.4): Fachliche und überfachliche Gestaltungsbereiche, (pp. 57-69). Schneider Publisher Hohengehren. Quasthoff, U. M., & Katz-Bernstein, N. (2007). Diskursfähigkeiten. In: Grohnfeldt, Manfred (Ed.), Lexikon der Sprachtherapie (pp. 72-75). Stuttgart: Kohlhammer Publisher. Quasthoff, U.M., Fried, L., Katz-Bernstein, N., Lengning, A., Schröder, A. & Stude, J. (2011). (Vor)Schulkinder erzählen im Gespräch: Kompetenzunterschiede systematisch erkennen und fördern. Das Dortmunder Beobachtungsinstrument zur Interaktions- und Narrationsentwicklung (DO-BINE) und der Dortmunder Förderansatz (DO-FINE). Schneider Verlag Hohengehren. Schröder, A. (2009): Vergleichende Analyse interaktiver Erzählfähigkeiten beisechsjährigen Kindern mit einer so genannten Spezifischen Sprachentwicklungsstörung und Kindern mit unauffälligem Spracherwerb. https://eldorado.tu-dortmund.de/bitstream/ 2003/27128/1/Dissertation.pdf. Shatil, E., Share, D. C., & Levin, I. (2000). "On the contribution of kindergarten writing to grade one literacy: A longitudinal study in Hebrew", Applied Psycholinguistics, 21, 1-21. Smilansky, S. & Shefatya, L. (1993). Facilitating play: ha-Miśḥaḳ ha-sotsyodramaṭi : emtsaʻi le-ḳidum limudi, ḥevrati ṿe-rigushi shel yeladim tseʻirim. Ḳiryat Byaliḳ: Ah Press. [In Hebrew]. Tomasello, M. (2000). The item based nature of children's early syntactic development. Trends in Cognitive Sciences, 4, 156–163. Vygotsky, L.S. (1962). Thought and Language. Cambridge, MA: MIT Press. Vygotsky, L. S. (1987). Thinking and speech (U. Minick, Ed. and Trans.). New York: Plenum, (translation of Vygotsky, 1982b). Vygotsky, L.S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology 42, 1, (4 – 84). (Original work published 1930). Whitehurst, G. J., Epstein, J. N., Jeffrey, N., Angel, A., Payne, A. C., Crone, D., & Fischel, J. E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86, 541-556. Whitehurst, G.J. (1997). Language processes in context: Language learning in children reared in poverty. In L. B. Adamson & M. S. Romski (Eds.), Research on communication and language disorders: Contribution to theories of language development (pp. 233-266). Baltimore, MD: Brookes.
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Details

Primary Language English
Journal Section Articles
Authors

Nabeela Samara Kateeb This is me

Publication Date September 12, 2018
Published in Issue Year 2018 Volume: 10

Cite

APA Samara Kateeb, N. (2018). Arab Children’s Narrative Development Measuring Narrative Interaction and Narrative Intervention in Arab-Speaking Children by Do-Bine and Do-Fine. The Eurasia Proceedings of Educational and Social Sciences, 10, 177-196.