A Framework to Analyse Young Children's Narratives

Öz

Narrative skills are important because of three reasons; first, narratives are a useful tool for the development of oral language (Standler & Ward, 2005). Second, narrative language skills are closely related with children’s academic success and literacy development (Fang, 2001). Third, narratives are accepted as a part of cognitive domain since they require some degree of cognitive development such as memory, language and logical reasoning abilities (Stein & Albro, 1997). Story length, narrative structure, children’s inclusion types and frequency of evaluative devices in their narratives are outstanding dimensions of narrative. As such, the present study offers frame work to investigate children’s narrative by focusing on the story length, story grammar (Labov,1972) and evaluative function of narratives (Peterson & MaCabe, 1983 cited in Kang, 2003). The Early Childhood Curriculum prepared by the Ministry of National Education focuses on educating children who can express their ideas freely, retell story, and compose meaningful stories, creating relationships among picture, object, and events (MONE, 2012). Thus, it can be stated that on account of requirement of a good speaker, importance of narrative skills are increasing. Producing a wellstructured and viable narrative is a complex process, and there is much to know about how this process occurs. This study may help to teachers and parents how to support children to produce lengthy, coherent, and cohesive stories. Those skills are also helpful to make sense of children’s experiences as well as organizing and interpreting them.

Anahtar Kelimeler

• Narrative skills, story length, story grammar, evaluative devices

A Framework to Analyse Young Children's Narratives

Öz

Hikaye anlatma becerileri üç nedenden dolayı önemlidir. İlk olarak konuşma dilinin gelişmesi açısından yararlı bir araçtır (Standler & Ward, 2005). İkinci olarak hikaye anlatma becerileri çocukların akademik basarisi ve okuma yazma gelişimleri ile yakından ilgilidir (Fang, 2001). Son olarak, hikayeler bilişsel gelişimin bir parçası olarak kabul edilirler, çünkü hikaye anlatmak için hafıza, dil, mantıksal akıl yürütme gibi bilişsel becerilere gerek duyulmaktadır (Stein & Albro, 1997). Hikaye uzunluğu, hikaye yapısı, ve değerlendirme birimleri hikayelerin önde gelen boyutlarındandır. Bu yüzden, bu çalışma hikaye uzunluğu, hikaye yapısı (Labov,1972), ve değerlendirme birimleri (Peterson & McCabe, 1983 cited in Kang, 2003) üzerine yoğunlaşarak çocukların hikayelerini incelemek için bir sistem sunmaktadır. Milli Eğitim Bakanlığı tarafından hazırlanan Okulöncesi Eğitim Programı çocukların kendilerini özgürce ifade edebilmelerini, dinledikleri bir öyküyü tekrar anlatabilmelerini, resim, nesne, ya da olaylar arasında ilişki kurarak anlamlı öykü anlatabilmelerini vurgulamaktadır (MONE, 2012). Bu açıdan bakıldığında, iyi bir konuşmacı olabilmek için hikaye anlatma becerilerinin gelişmiş olması önem kazanmaktadır. İyi yapılandırılmış bir hikaye üretmek karmaşık bir süreçtir . çocukların anlattıkları hikayeleri analiz etmek için bir sistem geliştirmek bu sureci anlamamızda bize yardımcı olacaktır. Bu çalışma öğretmenlere ve ailelere çocukların nasıl detaylı, bütünleşik ve tutarlı hikayeler anlatmalarını destekleyecekleri konusunda yardımcı olacaktır. Bu beceriler aynı zamanda çocuklara yaşantılarını nasıl anlamlandırabileceklerini , organize edip yorumlayacakları konusunda da yardımcı olacaktır.

Anahtar Kelimeler

• Hikâye anlatma becerileri, hikâye uzunluğu, hikâye yapısı, değerlendirme birimleri

Kaynakça

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