Sibling Interaction during Past and Fantasy Episodes and Possible Implications for Emergent Literacy.
A study was conducted to investigate differences between sibling-toddler interaction and adult-toddler interactions, with specific reference to past and fantasy narratives. Data were obtained from 14 African-American families from the South who were observed between 1987 and 1991. Findings reveale...
| Published in: | Journal of Ethnographic & Qualitative Research Vol. 1; pp. 64 - 75 |
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| Main Authors: | , |
| Format: | Article |
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Michael Firmin, PhD
Winter 2007
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510735418&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510735418 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 19353308 44W1 jtl: Journal of Ethnographic & Qualitative Research issn: 19353308 maglogo: N pubinfo: dt: Winter 2007 vid: 1 pid: 37839 pub: Michael Firmin, PhD artinfo: ui: 510735418 ppf: 64 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P size: 56KB tig: atl: Sibling Interaction during Past and Fantasy Episodes and Possible Implications for Emergent Literacy. aug: au: Sperry, Linda L. Phelps, Chavez su: Parent-child relationships Siblings Reading (Elementary) sug: subj: Parent-child relationships Siblings Reading (Elementary) ab: A study was conducted to investigate differences between sibling-toddler interaction and adult-toddler interactions, with specific reference to past and fantasy narratives. Data were obtained from 14 African-American families from the South who were observed between 1987 and 1991. Findings revealed that oral narrative is common in the talk of two- and three-year-olds, making up as much as 25 percent of all conversation. It was found that siblings took part in almost 33 percent of narrative episodes and that, in general, two- and three-year-olds seemed to appreciate the companionship of their peers. Indeed, by the age of three, children appeared able to collaborate effectively with their older siblings in moving a story line forward. The early oral narratives of children represent the beginning of the journey toward literacy, and findings suggested that teachers should take time to understand the already established interaction patterns for telling stories that children bring with them to school. Findings are discussed in detail. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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