When Your Powers Combine, I am Captain Planet
The Developmental Significance of Individual- and Group-Authored Stories by Preschoolers
Bibliographic Data
| ID | 5966331 |
|---|---|
| Authors | A Geliki Nicolopoulou (Lehigh University), Ageliki Nicolopoulou (0000-0003-1514-2768, Lehigh University, corresponding author), Elizabeth S Richner (Lehigh University) |
| Year | 2004 |
| Volume | 6 |
| Issue | 3 |
| Pages | 347-371 |
| Publication date | 2004-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discourse Studies (JOURNAL) |
| Journal identifiers | ISSN: 1461-4456 • E-ISSN: 1461-7080 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/1461445604044293 |
| OpenAlex | W2136014242 |
| Language | EN |
| Citations received | 1 |
| References cited | 26 |
This study analyzed 328 single- and group-authored stories composed by nine 4-year-olds in a mixed-age preschool class participating in a peer-oriented storytelling and story-acting practice. Group-authored stories (33 percent) were overwhelmingly told by same-gender groups. The frequencies, developmental trajectories, and functions of group-authored stories were different for girls and boys. Girls told mostly group-authored stories in the fall and single-authored stories in the spring. Group-authoring provided ‘brain-storming sessions’ for narrative experimentation; these stories were longer, with more dramatic problems and more sophisticated character portrayals. By the spring, girls’ single-authored stories also included these features, suggesting internalized narrative gains. Boys consistently preferred single-authored stories, though in the spring the frequency and quality of their group-authored stories increased. These were longer, with more sophisticated character portrayals, than single-authored stories. Group-authored stories made a distinctive contribution to narrative development, partly by helping boys and girls overcome limitations of their preferred narrative genres
Art · Developmental psychology · Literature · Narrative · Storytelling · Child Development and Digital Technology · Digital Storytelling and Education · Literacy, Media, and Education · Psychology
Language in Cognitive Development
The Rhetoric of Fiction
Social Constructivist Perspectives on Teaching and Learning
Ways with Words
Preschool children's intraconversational narratives
Early talk about the past revisited
Early talk about the past
Individual and Collective Representations in Social Context
Mollie Is Three
Collaborators and Critics
Developing Autonomy for Tellers, Tales, and Telling in Family Narrative Events
You know what?” Conversational narratives of preschool children
Style and structure in mother‐child conversations about the past
Developing Narrative Structure
Learning to describe past experiences in conversation∗
Narratives beget narratives
Detective Stories At Dinnertime
Talking to Adults
What no bedtime story means
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,07 |
| Citation span | 2011 - 2011 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |