Abstract
Storytelling reflects children’s pragmatic language ability, which develops rapidly in early childhood and is related to various characteristics of the child’s environment. This study examines the effect of preschool, maternal education and quality of the home environment on children’s storytelling skills. The sample included 229 Slovenian children, approximately six‐years‐old, who were attending first grade at the time of the assessment. The children differed in the number of years they had spent in preschool prior to primary school (five years, three years or zero years) and in their mothers’ education. Children told stories spontaneously while looking at pictures. The developmental levels of the stories were determined using criteria established in some of the authors’ previous studies. The quality of the home environment was assessed using the Home Literacy Environment Questionnaire. The findings suggest that children’s enrolment in preschool has a significant effect on their storytelling skills. Six‐...
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