ABSTRACT

The purpose of this study examines the impact of an instructional strategy on kindergarten children's narrative skills. The strategy was based on Self-Regulated Strategy Development (SRSD) principles and was adapted for kindergarten children. The sample consisted of 85 children aged 5-6, attending six kindergarten classes in Crete, Greece. The intervention programme was implemented over an eight-week period. After book reading, the experimental group was trained in narrating fictional stories, whereas the control group was led in a brief discussion where they expressed their thoughts about interesting parts of the story. The results showed that the SRSD as a model of instruction helped children assimilate story structure and enabled them to apply it effectively when asked to create a personal or fictional story. The results suggested that the multilevel intervention programme engaging children in various ways (linguistically, cognitively, emotionally) have a positive impact on the development of children's narrative skill.

摘要

本研究的目的是检验教学策略对幼儿园儿童叙事技能的影响。该策略基于自我调节策略开发 (SRSD) 原则，并适用于幼儿园儿童。样本包括 85 名 5-6 岁的儿童，他们在希腊克里特岛参加了六个幼儿园班级。干预计划在八周内实施。阅读书籍后，实验组接受了讲述虚构故事的训练，而对照组则进行了简短的讨论，他们表达了对故事中有趣部分的看法。结果表明，SRSD 作为一种教学模式可以帮助儿童吸收故事结构，并使他们能够在被要求创作个人或虚构故事时有效地应用它。