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Examining how early childhood education relate to narrative skills

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2008
Akdağ, Zeynep
The aim of this study is to compare the narrative skills of first grade elementary students who had early childhood education and the narrative skills of first grade elementary students who did not have early childhood education and investigate their parents’ reading-related activities with them. In order to achieve this aim, the present study focuses on narratives produced by students who had early childhood education and students who did not have early childhood education using Mercer Mayer’s (1969) wordless picture-book “Frog, where are you?”. This study compares those narratives with special attention to how emergence of story structure, the narrative length and inclusion of evaluative devices differ depending on their educational background in their orally collected narratives. Participants are 28 children who had early childhood education and 28 children who did not have early childhood education. Moreover, 27 parents whose child had early childhood education and 25 parents whose child did not have early childhood education participated in the study to get better understanding of their children’s narrative skills. The results of the study indicate that narratives of students who had early childhood education include more structural elements and evaluative devices compared to the narratives of students who did not have early childhood education. Moreover, most of the parents participated in this study do not conduct reading-related activities with their children at home.