1990/06/01 by Carole Peterson · 4 citations
Psychology · Social Sciences · #Early Childhood Education and Development #Language Development and Disorders #Reading and Literacy Development
paper · doi:10.1017/s0305000900013854
openalex publication_date 1990/06/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/05/30
To be well understood, narratives need to be embedded within appropriate contextual information. The early development of key orientation (participants, location and time) was traced with an 18-month longitudinal study of real-experience narratives produced by 10 children aged approximately 2-3;6. Listener knowledge or inference was required to decode most named participants and many were not specified at all. There was no developmental improvement. Orientation to WHEN was rare at first and involved formula words indiscriminately applied. There was steady developmental improvement in frequency as well as differentiation of time references. WHERE information was more common at all ages, particularly when the narrated events occurred away from home. It also showed developmental improvement, but only for away-from-home locations. Overall, very young children can produce narratives in an unscaffolded context to adults unfamiliar with their experiences. The potential role of parental scaffolding in teaching orientation skills is discussed.