Development of Early Child Narratology

Development of Early youngster NarratologyAimsI aim to evaluate how the structure and composition of early kidskin narratology develops and evolves with era.To conduct this evaluation I pass on approaching local primary election schools for examples of short level texts written by Key stage 1 pupils (4-7), to serve as empirical data.I testament quantify these texts by renting the six part Labovian fib model and analysing the presence and frequency of biography comp angiotensin-converting enzyments, evaluative temp unwritten indicators and markers.BackgroundThis paper builds on many some other feeds as the Labovian model is now frequently used to assess narratology in electric razorren, (see Kernan, 1977 Eaton, Collis and Lewis, 1999). The idea of linguistic and biography phylogenesis in children is excessively a popular issue. One study that specifically charts the evolution of child narrative with age is Telling stories of experiences Narrative development of youn g Chinese children a study by Chien-JuChang in which young Chinese children were visited in their homes at age 3 years and 6 months and whence at 3 month intervals for the next 9 months. Their individual development in three key areas (narrative structure, evaluation, and temporality) was evaluated with the conclusion that Chinese children, generally speaking, include more narrative components, evaluative information, and temporal markers in their narratives over time. However, the growth patterns and pass judgment of change for each child on each narrative footprint vary.HypothesisMy conjecture is that as a child is introduced to more narrative texts, and comes to identify narrative components, that he or she will employ them more frequently and more readily in their own narratives.Thus, I theorise that there will be a marked increase both in the inclusion of these features in individual narratives and in the cohesion amongst the narratives of the evaluated children (their uniformity to each other) in the older age ranges, as they conform and adhere to literary and narrative norms. I believe that there will be a greater proliferation of linguistic devices and conventions, as wellhead as more narrative components, in the older childrens narratives.Although I will non specifically be studying the effects of ethnicity or socio-economic cathode-ray oscilloscope I believe that these factors will skew the data slightly as my guessing centres on the fact that the children will beget been exposed to similar volumes and types of narrative material. This may well not be the case for pupils from a diverse cultural background or a less affluent family environment. dataThe data I will use for this investigation will be collected from local and, hopefully, schools which are more widely distributed throughout the country, to demo a vox sample of empirical data.I will approach the schools to provide short texts from every early years age free radical so t hat I have approximately 50-100 short texts from pupils aged from 4 to 7 with a similar number for each age root.I will specify that I would like work from a ball up section of abilities, genders, ethnicities, and socio-economic and cultural backgrounds so as to have a representative sample of narratives for an age range. I will also request that the gender, ethnicity and socio-economic group be specified for each child included in the study as, although I am not directly studying the consequences of these factors on the narratives, it would be informative and efficacious to see if they affect the cohesion of the data in any way.All texts will be included as an attachment to the final extended essay and the appropriate permissions will be earned from the schools and, if necessary, from the parents of the children whose work is used.MethodologyAs previously defined I will employ the Labovian 6 part narrative model to assess the texts.This will be both a quantitative and qualitat ive analysis as it will deal not only with the evolution in the number of narrative components in each text but also their function and type.The results of the analyses will be presented in remitd form. Initially I will fill in a table to give the main characteristics of each narrative and then tabulate the overall results.An example of a narrative text and a simplified table are given as an appendix.My work so farI have investigated a number of studies covering similar subject areas and approached schools in my local area to see if they would be spontaneous to provide samples of work The response so far is encouraging.I have also obtained some examples of writing from neighbourhood children and analysis of these texts seems to back my hypothesis thus far. Naturally I will be unsure until I study the larger volumes of empirical data foreseen by my study.TimescaleOwing to the complexness of obtaining the data and analysing it, this project will be quite time consuming. I believe I will require one month to obtain the work and the various permissions and a further month to analyse the texts and tabulate the results. I will then need a further ii weeks to present my conclusions, draft and check the final copy.Annotated BibliographyApplebee, Arthur 1978. The Childs Concept Of Story Ages 2 To Seventeen. Chicago University of Chicago Press.This book defines the interaction of children and stories. Various chapters dispute the stories told by primary school children, their organisation and motivation as well as childrens responses to stories and story telling. It also contains a number of appendices cock-a-hoop information about the methods for data collection and analysis employed by Applebee throughout his investigations.Chang, Chien-Ju 2004 Telling stories of experiences Narrative development of young Chinese children apply Psycholinguistics, 25 83-104 Cambridge University PressThis presents a study in which young Chinese children were visited in their home s at age 3 years and 6 months and then at 3 month intervals for the next 9 months and their individual development in three key areas (narrative structure, evaluation, and temporality) assessed.Gutierrez Clellen, V. F., Quinn, R. (1993). Assessing narratives of children from diverse cultural/linguistic groups. Language, Speech, and perceive Services in Schools, 24, 2-9.This article discusses the issues surrounding cultural and ethnic background and the impact on a childs narrative development. This supports my maintain that linguistic and narration conventions are learnt and states narrative contextualization processes are culture-specificKernan, K. T. (1977). Semantic and communicatory elaboration in childrens narratives. C. Mitchell-Kernan and S.Ervin-Tripp (Eds.), Child Discourse. New York Academic Press, 91-102.This paper was presented at the Child Discourse Symposium at the Annual Meeting of the American anthropological Association (Mexico City, Mexico, November 1974) and p resents a theoretical and ground breaking discussion of childrens narrative discourse and the acquisition of discourse competencies.Labov, William., and Waletzky, Joshua. 1967. Narrative analysis oral versions of personal experience. Essays on the Verbal and Visual Arts, ed. June Helm, 12-44. Seattle University of Washington Press.Seminal and profound text discussing the basics of narrative analysis detailing the six lead model, etc.Pena E. D., Gillam R. B., Malek M., Ruiz-Felter R., Resendiz M., Fiestas C., and Sabel T. Dynamic Assessment of School-Age Childrens Narrative Ability An Experimental investigation of Classification Accuracy J Speech Lang Hear Res, October1,2006 49(5) 1037 1057.This article provides useful and information about analysing the macrostructural and microstructural aspects of language form and content (in this case in narratives given by first and second grade students describing a pictorial matter book.)Appendix one example narrative (direct transcript )On Saturday, pa, mom, Jamie and me went to the park to go on the swings. It was really cold so Daddy bought me and Jamie a gamey chocolate to warm us up. It was really funny because Jamie dropped his down his pinny and had to wear Daddys jumper. It was to(sic) big for him and he looked really funny. I went on the swings and the roundabout and the slide and then Jamie and me sat on one side of the sea(sic) saw while Daddy sat on the other. Mummy took pictures of us. Then we went to the sweet shop and bought some jelly babies. They are my Mummys best-loved and I like them to(sic). Then we went home and watched ice age 2 and then we had tea. Then we went to bed. We all had a lovely day and Daddy said it was nice that me and Jamie didnt shout at each other.Jenny, age 6Example tabulationTable 1 Labovian conceptsTable 2 Common markers Used by the child in her narrative