ABSTRACT

This paper aims to investigate to what extent preschoolers' narrative speech can be affected by the combined use of five narrative elements: narrative framing, narrative basic structure, intertextual hero, plot subversion and image–text interaction. It presents an intervention aiming to teach these elements to an experimental group of preschoolers, while a control group followed the regular curriculum. A novel evaluation tool, P.R.O.S.E, was designed to evaluate the level of the five elements' comprehension and use and applied to both groups. To assure regularity and homogeneity, the differences in performance were evaluated by the mixed-design two-way RM-ANOVA analysis. The performance of the experimental group after the intervention confirmed that the combined use of narrative elements can lead to the production of contemporary narrative types by 5–6-year-old children. Statistical analysis showed a notable differentiation of performance after the use of combined narrative elements. The empirical observation validates practices aiming at the development of narrative skill at preschool age, such as the particular teaching intervention which showed that 5–6-year-old children are capable of combining narrative elements in their narrative speech.

摘要

本文旨在探讨叙事框架、叙事基本结构、互文英雄、情节颠覆和图文互动五种叙事元素的组合使用对学龄前儿童叙事言语的影响程度。它提出了一种干预措施，旨在向学龄前儿童实验组教授这些要素，而对照组则遵循常规课程。设计了一种新颖的评估工具 PROSE 来评估这五个要素的理解和使用水平，并将其应用于两组。为了确保规律性和同质性，通过混合设计双向 RM-ANOVA 分析评估性能差异。实验组干预后的表现证实，叙事元素的组合运用可以导致5-6岁儿童产生当代叙事类型。统计分析显示，使用组合叙事元素后，表现存在显着差异。实证观察验证了旨在发展学龄前叙事技能的实践，例如特定的教学干预表明5-6岁的儿童能够在叙事言语中结合叙事元素。