Narrative performance, peer group culture, and narrative development in a preschool classroom

Simple item page
dc.citation.epage62en_US
dc.citation.spage42en_US
dc.contributor.authorNicolopoulou A.en_US
dc.contributor.authorCates C.B.en_US
dc.contributor.authorDe Sá Barbosa A.en_US
dc.contributor.authorIlgaz H.en_US
dc.date.accessioned2018-04-12T13:38:04Z
dc.date.available2018-04-12T13:38:04Z
dc.date.issued2012en_US
dc.departmentDepartment of Psychologyen_US
dc.description.abstractIntroduction This chapter uses the analysis of a preschool storytelling and story-acting practice to explore some of the ways that peer-oriented symbolic activities and peer group culture can serve as valuable contexts for promoting young children’s narrative development. In the process, it suggests the need to rethink, refine, and broaden the conceptions of the “social context” of development now used by most research in language socialization and development. There is a substantial and growing body of work on the role of social context in language development (Hoff 2006). In practice, most research on this subject has focused on delineating and analyzing various forms of adult–child interaction, usually dyadic, in which an adult caregiver transmits information, provides cultural models, and in other ways instructs, guides, corrects, and “scaffolds” the efforts of the less capable child. By comparison, research on the complementary role of peers in socialization and development has been, as Blum-Kulka and Snow (2004: 292) put it, relatively “peripheral and non-cumulative.” As the present volume helps to demonstrate, that situation has gradually been changing. But with some notable exceptions, the perspectives informing peer-oriented developmental research often remain limited in important respects. Even when interaction between children is studied, it is usually assimilated to the one-way expert–novice model, with an older sibling or other peer taking on the “expert” role. And both adult-oriented and peer-oriented research tend to reduce the social context of development, explicitly or in effect, to interactions between individuals and their direct consequences. © Cambridge University Press 2014.en_US
dc.identifier.doi10.1017/CBO9781139084536.006en_US
dc.identifier.isbn9781139084536
dc.identifier.isbn9781107017641
dc.identifier.urihttp://hdl.handle.net/11693/37795
dc.language.isoEnglishen_US
dc.publisherCambridge University Pressen_US
dc.relation.isversionofhttp://dx.doi.org/10.1017/CBO9781139084536.006en_US
dc.source.titleChildren's Peer Talk: Learning from Each Otheren_US
dc.titleNarrative performance, peer group culture, and narrative development in a preschool classroomen_US
dc.typeBook Chapteren_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Narrative performance, peer group culture, and narrative development in a preschool classroom.pdf
Size:
5.77 MB
Format:
Adobe Portable Document Format
Description:
Full printable version
Download

Collections

Department of Psychology