Abstract
Background:Scholars depict a deep connection between the way children remember their personal past and imagine the present and the future (Vygotskji, 2004; Brockmeier, 2015). Nevertheless, several studies indicate that children are prone to relate well-formed stories about past personal events but report difficulties in constructing narratives from fictional events. Objective:The present study aims to investigate the differences between school-aged children’s personal and fictional narratives about a journey, considering different types of stories they structured. Methods:220. 8 to 10-year old children randomly divided into three groups, performed a narrative on a journey: 70 narrated a memory on a journey, 92 narrated an ideal trip and 58 narrated a fictional story from a given orientation. The presence and the type of complicating action were assessed to investigate children's ability to present well-structured narratives. Results:The results showed that children were more able to construct stories with complicating action when they narrated personal events and when they were scaffolded by an incipit. Furthermore, in fictional narratives with incipit, children narrated multiple Complicating action creating a continuous violation of canonicity. Conclusions: The authors discuss the results considering the difference between narrative and narrativization of personal and fictional events and the importance of scaffolding children’s narrative skills.
Highlights
The present work aims to investigate how children construct stories when they narrate autobiographical memories or fictional stories
The authors discuss the results considering the difference between narrative and narrativization of personal and fictional events and the importance of scaffolding children’s narrative skills
Considering the importance of children’s narrative skills in the developmental and educational contexts, the overall aim of the present study is to address knowledge gaps in the way children organise and construct narratives around imaginary worlds and the opportunity adults have to scaffold this pivotal process
Summary
The present work aims to investigate how children construct stories when they narrate autobiographical memories or fictional stories. Modern approaches to the study of cognitive psychology are focused on the assumption that memory is not a passive archive but a dynamic process [4]. In this sense, scholars tend to consider memory as something more than a storage of the past, where past life episodes or knowledge are encoded and retrieved. Scholars depict a deep connection between the way children remember their personal past and imagine the present and the future (Vygotskji, 2004; Brockmeier, 2015). Several studies indicate that children are prone to relate well-formed stories about past personal events but report difficulties in constructing narratives from fictional events
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
