Abstract
A research study of African-American preschool and kindergarten children in urban settings was conducted to generate insights about narrative development. This article discusses the use of two different narrative styles, narratives as text and narratives as performance, and the tension that often exists between these two perspectives. The production of a well-formed narrative text may not necessarily be accompanied by an engaging performance and vice versa. More importantly, there is a tension in how narratives are evaluated in school. Data suggest that schools may emphasize an orientation toward narrative as text and diminish the importance narrative performances, especially those that build social relationships and social identities at the expense of "well-structured" text.
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