Login | Register

Sparkle in the Narratives of Kindergarteners


Sparkle in the Narratives of Kindergarteners

Mohamed, Maleika (2021) Sparkle in the Narratives of Kindergarteners. Masters thesis, Concordia University.

[thumbnail of Mohamed_MA_F2021.pdf]
Text (application/pdf)
Mohamed_MA_F2021.pdf - Accepted Version


Narratives play a significant role in communication and social interaction starting in early childhood. Narrative skills are also expected of children beginning in kindergarten and predict later literacy skills and academic outcomes. While much research has been devoted to the structure of children's stories, less attention has been devoted to their artfulness: the features of stories that make them sparkle and engage listeners. This study investigates how French-speaking children use artfulness in their narratives and how artfulness relates to language skill. Children (N = 91) in Quebec from two different kindergarten levels (K4 and K5, reflecting the age of kindergarten entry) were asked to tell a story using picture prompts from a published assessment tool. The stories were audiorecorded and transcribed, then coded for artfulness features (namely evaluation, appendages, and orientations), using a coding system adapted from Ukrainetz et al. (2005). The results showed that artfulness features, particularly evaluations, were used by all children. The older children (K5) included more artfulness features than the younger ones (K4), overall and within the subcategories of evaluation and appendages. The types of evaluations were also more varied in the older group. General language measures (the number and mean length of T-units, and the number of total and different words) were strongly correlated with the total number of artfulness features in the children's stories and the number and diversity of evaluations they included. I situate my results in relation to the rare studies of artfulness to date, discuss the implications of the findings, and outline directions for future research.

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Thesis (Masters)
Authors:Mohamed, Maleika
Institution:Concordia University
Degree Name:M.A.
Program:Child Studies
Date:30 August 2021
Thesis Supervisor(s):Pesco, Diane
Keywords:Storytelling, oral narratives, artfulness, narrative skills, kindergarteners, preschool
ID Code:988932
Deposited By: Maleika Mohamed
Deposited On:29 Nov 2021 17:05
Last Modified:29 Nov 2021 17:05


American Psychological Association. (n.d.). Cohen’s kappa. In APA dictionary of psychology. Retrieved August 22, 2021, from https://dictionary.apa.org/cohens-kappa
Astington, J. W, & Edward, M. J. (2010) The development of theory of mind in early childhood. In R. E. Tremblay, M. Boivin, R. DeV. Peters, & P. D. Zelazo. (2010). Encyclopedia on early childhood development (Social cognition section). https://www.child-encyclopedia.com/social-cognition/according-experts/development-theory-mind-early-childhood.
Babar, A., Baird, S, Ortlieb, A., & Schneider, P. (2013, November). Children's expression of emotional and cognitive mental states in their story generation from pictures [Poster presentation summary]. The American Speech-Language-Hearing Association Convention, Chicago, IL. https://www.ualberta.ca/communications-sciences-and-disorders/media-library/documents/enni/asha-2013-handout.pdf
Bowles, R. P., Justice, L. M., Khan, K. S., Piasta, S. B., Skibbe, L. E., & Foster, T. D. (2020). Development of the Narrative Assessment Protocol-2: A tool for examining young children's narrative skill. Language, Speech, and Hearing Services in Schools, 51(2), 390-404. https://doi.org/10.1044/2019_LSHSS-19-00038
Denham, S. A. (2006). The emotional basis of learning and development in early childhood education. In B. Spodek & O. N. Saracho (Eds.), Handbook of research on the education of young children (pp. 85–103). Lawrence Erlbaum Associates.
Glenn-Applegate, K., Breit-Smith A., Justice, L. M., & Piasta, S. B. (2010). Artfulness in young children's spoken narratives. Early Education and Development, 21(3), 468-493. https://doi.org/10.1080/10409280903440620
Greenhalgh, K. S., & Strong, C. J. (2001). Literate language features in spoken narratives of children with typical language and children with language impairments. Language, Speech, and Hearing Services in Schools, 32(2), 114–125. https://doi.org/10.1044/0161-1461(2001/010)
Griffin, T. M., Hemphill, L., Camp, L., & Wolf, D. P. (2004). Oral discourse in the preschool years and later literacy skills. First Language, 24(2), 123–147. https://doi.org/10.1177/0142723704042369
Hedberg, N. L., & Stoel-Gammon, C. (1986). Narrative analysis: Clinical procedures. Topics in Language Disorders, 7(1), 58–69. https://doi.org/10.1097/00011363-198612000-00008
Hoel, T. (2013). Cultural features of performance in Norwegian children’s narratives. Nordic Early Childhood Education Research Journal, 6, 1-21. https://doi.org/10.7577/nbf.473
Howe, N., Abuhatoum, S., & Chang-Kredl, S. (2014). "Everything's upside down. We'll call it upside down valley!": Siblings’ creative play themes, object use, and language during pretend play. Early Education and Development, 25(3), 381-398. https://doi.org/10.1080/10409289.2013.773254
Institut de la statistique du Québec (2017). Vulnerable English-speaking children: 2017 Quebec Survey of Child Development in Kindergarten data analysis. Government of Québec. https://chssn.org/wp-content/uploads/2014/11/ISQ-EQDEM-Report_ENG-1.pdf
Janus, M., & Offord, D. (2007). Development and psychometric properties of the Early Development Instrument (EDI): A measure of children’s school readiness. Canadian Journal of Behavioural Science, 39(1),1-22. https://doi.org/10.1037/cjbs2007001
Justice, L. M., Bowles, R., Pence, K., & Gosse, C. (2009). A scalable tool for assessing children's language abilities within a narrative context: The NAP (Narrative Assessment Protocol). Early Childhood Research Quarterly, 25(2), 218-234. https://doi.org/10.1016/j.ecresq.2009.11.002
Lê, K., & Mozeiko, J. (2007). Story retelling scoring procedure. www.uni.edu/comdis/sites/default/files/TU and SG Protocol 091207.pdf
MacWhinney, B. (2000). The CHILDES Project: Tools for analyzing talk (3rd ed.). Lawrence Erlbaum Associates.
Malloy, C. (2020). English expressive narrative skill matters for sociodramatic play in classrooms with multiple home languages represented. Early Education and Development, Advance Online Publication. https://doi.org/10.1080/10409289.2020.1820825
McCabe, A. & Rollins, P. R. (1994). Assessment of preschool narrative skills. American Journal of Speech-Language Pathology, 3(1), 45-65. https://doi.org/10.1044/1058-0360.0301.45
Ministère de l’Éducation (2012). Quebec education program: Preschool education. Elementary education. Government of Quebec.
http://www.education.gouv.qc.ca /fileadmin/site_web/documents/PFEQ/educprg2001.pdf
Ministère de l’Éducation (2017). Quebec education program. Preschool education program for 4-year-olds. Government of Quebec. http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/PFEQ_programme-prescolaire-4-ans_2017_EN.pdf
Ministère de l’Éducation (2019). Indice de défavorisation des écoles publiques. Gouvernement du Québec.
Ministère de l’Éducation (2020). Indice de défavorisation des écoles publiques. Gouvernement du Québec.
Ministère de l’Éducation (2021). Indice de milieu socio-économique (IMSE). Gouvernement du Québec.
Ministère de l’Éducation Nationale de la Jeunesse et des Sports (2020). Liste de fréquence lexicale. https://eduscol.education.fr/186/liste-de-frequence-lexicale
Nicolopoulou, A. (2007). The interplay of play and narrative in children's development: Theoretical reflections and concrete examples. In S. Gaskins & A. Goncu (Eds.), Play and development: Evolutionary, sociocultural, and functional perspectives (1st ed., pp. 247-273). Psychology Press. https://doi.org/10.4324/9780203936511
Pelletier, J. & Astington, J. W. (2010). Action, consciousness and theory of mind: Children's ability to coordinate story characters' actions and thoughts. Early Education and Development, 15(1), 5-22. https://doi.org/10.1207/s15566935eed1501_1
Pesco, D., & Gagné, A. (2017). Scaffolding narrative skills: A meta-analysis of instruction in early childhood settings. Early Education and Development, 28(7), 773-793. http://dx.doi.org/10.1080/10409289.2015.1060800
Recchia, H., & Howe, N. (2011). Internal state coding scheme [Unpublished coding scheme]. Department of Education, Concordia University, Montreal, Canada.
Reese, E., Haden, C. A., Baker-Ward, L., Bauer, P., Fivush, R., & Ornstein, P. A. (2011). Coherence of personal narratives across the lifespan: A multidimensional model and coding method. Journal of Cognition and Development, 12(4), 424-462. https://doi.org/10.1080/15248372.2011.587854
Reilly, J. S. (1992). How to tell a good story: The intersection of language and affect in children’s narratives. Journal of Narrative and Life History, 2(4), 355-377. https://doi.org/10.1075/jnlh.2.4.04how
Schneider, P., Dubé, R. V., & Hayward, D. (2005). The Edmonton Narrative Norms Instrument. www.rehabresearch.ualberta.ca/enni
Schneider, P., Hayward, D., & Dubé, R. V. (2006). Storytelling from pictures using the Edmonton Narrative Norms Instrument. Canadian Journal of Speech-Language Pathology and Audiology, 30(4), 224-238. http://cjslpa.ca/files/2006_JSLPA_Vol_30/No_04_209-263/Schneider_Hayward_Dube_JSLPA_2006.pdf
Schick, A., & Melzi, G. (2010). The development of children's oral narratives across contexts. Early Education and Development, 21(3), 293-317.
Shepard, L. A. (1997). Children not ready to learn? The invalidity of school readiness testing. Psychology in the Schools, 34(2), 85–97.
Stone, P. S. (1992). "You know what?" Conversational narratives of preschool children. Early Childhood Research Quarterly, 7(3), 367-382.
Thordardottir, E. (2005). Early lexical and syntactic development in Quebec French and English: Implications for cross-linguistic and bilingual assessment. International Journal of Language Communication Disorders, 40(3), 243-278.
Thordardottir, E., Keheyia, E., Lessard, N. Sutton, A., & Trudeau, N. (2010). Typical performance on tests of language knowledge and language processing of French-speaking 5-year-olds. Canadian Journal of Speech-Language Pathology and Audiology, 34(1), 5-16. https://cjslpa.ca/files/2010_CJSLPA_Vol_34/No_01_1-80/Thordardottir_CJSLPA_2010.pdf
Ukrainetz, T. A. & Gillam, R. (2009). The expressive elaboration of imaginative narratives by children with Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 52(4), 883-898. https://doi.org/10.1044/1092-4388(2009/07-0133)
Ukrainetz, T. A., Justice, L. M., Kaderavek, J. N., Eisenberg, S. L., Gillam, R., & Harm, H. M. (2005). The development of expressive elaboration in fictional narratives. Journal of Speech, Language, and Hearing Research, 48(6), 1363-1377. https://doi.org/10.1044/1092-4388(2005/095)
Wang, J., Evangelou, M., & Xu, S. (2018). The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, 28(2), 301–329. https://doi.org/10.1075/ni.17011.wan
Weir, I. (n.d.) Spearman’s rank. https://www.statstutor.ac.uk/resources/uploaded/spearmans.pdf
Zevenbergen, A. A., Whitehurst, G. J. & Zevenbergen, J. A. (2003). Effects of a shared-reading intervention on the inclusion of evaluative devices in narratives of children from low-income families. Journal of Applied Developmental Psychology, 24(1). https://doi.org//10.1016/S0193-3973(03)00021-2
Zhang, L. (2019). Narratives of Chinese children: The effects of age and genre [Master’s thesis, Concordia University]. Spectrum Research Repository.
Zhang, L., & Pesco, D. (2020). "I have fallen down a hundred times!": Chinese children’s personal and fictional stories [Unpublished manuscript]. Concordia University Department of Education.
All items in Spectrum are protected by copyright, with all rights reserved. The use of items is governed by Spectrum's terms of access.

Repository Staff Only: item control page

Downloads per month over past year

Research related to the current document (at the CORE website)
- Research related to the current document (at the CORE website)
Back to top Back to top