"And they had a big, big, very long fight:" The development of evaluative language in preschoolers' oral fictional stories told in a peer-group context

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buir.contributor.authorIlgaz, Hande
buir.contributor.orcidIlgaz, Hande|0000-0003-2785-6717
dc.citation.epage30en_US
dc.citation.issueNumber3en_US
dc.citation.spage1en_US
dc.citation.volumeNumber49en_US
dc.contributor.authorNicolopoulou, Ageliki
dc.contributor.authorIlgaz, Hande
dc.contributor.authorShiro, Marta
dc.contributor.authorHsin, Lisa B.
dc.date.accessioned2022-04-29T07:51:43Z
dc.date.available2022-04-29T07:51:43Z
dc.date.issued2021-04
dc.departmentDepartment of Philosophyen_US
dc.description.abstractThis study examined the development of evaluative language in preschoolers' oral fictional narratives using a storytelling/story-acting practice where children told stories to and for their friends. Evaluative language orients the audience to the teller's cognitive and emotional engagement with a story's events and characters, and we hypothesized that this STSA context might yield new information about the early development of this language, prior to elementary school. We analyzed 60 stories: the first and last story told by 10 children in each of three preschool classrooms (3-, 4-, and 5-year-old classes) that used STSA throughout the school year. Stories were coded for evaluative expressions and evidential expressions. Five-year-olds used significantly more evaluative language than did 3-year-olds, and children at all ages used significantly more evaluative language at the end than at the beginning of the year. The number of stories told throughout the year explained unique variance in children's evaluative language growth.en_US
dc.description.provenanceSubmitted by Cem Çağatay Akgün (cem.akgun@bilkent.edu.tr) on 2022-04-29T07:51:43Z No. of bitstreams: 1 And_they_had_a_big,_big,_very_long_fight_The_development_of_evaluative_language_in_preschoolers'_oral_fictional_stories_told_in_a_peer-group_context.pdf: 616262 bytes, checksum: 8484933af109bdc92ff9e22b15c9379d (MD5)en
dc.description.provenanceMade available in DSpace on 2022-04-29T07:51:43Z (GMT). No. of bitstreams: 1 And_they_had_a_big,_big,_very_long_fight_The_development_of_evaluative_language_in_preschoolers'_oral_fictional_stories_told_in_a_peer-group_context.pdf: 616262 bytes, checksum: 8484933af109bdc92ff9e22b15c9379d (MD5) Previous issue date: 2021-04en
dc.identifier.doi10.1017/S0305000921000209en_US
dc.identifier.eissn1469-7602
dc.identifier.issn0305-0009
dc.identifier.urihttp://hdl.handle.net/11693/78183
dc.language.isoEnglishen_US
dc.publisherCambridge University Pressen_US
dc.relation.isversionofhttps://dx.doi.org/10.1017/S0305000921000209en_US
dc.source.titleJournal of Child Languageen_US
dc.subjectEvaluative expressionsen_US
dc.subjectEvidential expressionsen_US
dc.subjectOral fictional storiesen_US
dc.subjectPeer-group contexten_US
dc.subjectPreschoolersen_US
dc.subjectStorytelling/story-acting practiceen_US
dc.subjectSubjectivityen_US
dc.title"And they had a big, big, very long fight:" The development of evaluative language in preschoolers' oral fictional stories told in a peer-group contexten_US
dc.typeArticleen_US

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