STORYTELLING IN MIDDLE CHILDHOOD: CONTRIBUTIONS OF STORYBOOK EXPOSURE

• Authors: Ljubica Marjanovič-Umek , Urška Fekonja-Peklaj , Katja Grgic , Gregor Sočan , Ajda Pfifer
• Languages of publication: EN

Abstracts

EN

This study examines the effect of parental education and children’s storybook exposure on children’s storytelling in middle childhood. The sample included 114 children, 6 to 9 years old and their parents. The assessment of children’s storybook exposure was obtained indirectly through the parents’ familiarity with storybooks using the Checklist of Titles and Authors of Children’s Books and the children’s familiarity with storybooks using the Picture Test of Knowledge of Children’s Books. The children’s storytelling was assessed using the Storytelling Test: Illustrations of the Frog King, which measured three criteria of children’s stories: the vocabulary, grammatical structure, and content structure of stories. It was determined that parental education and children’s familiarity with storybooks have a significant positive effect on children’s storytelling. Parental education and children’s storybook exposure explained 15% of the variability in content structure of the stories and 3% of the grammatical structure of the stories and vocabulary.

Keywords

EN

MIDDLE CHILDHOOD; PRAGMATIC ABILITY; STORYTELLING; STORYBOOK; FAMILY

• Publisher: Institute of Experimental Psychology, Slovak Academy of Sciences
• Journal: Studia Psychologica
• Year: 2012
• Volume: 54
• Issue: 1
• Pages: 53 – 66

Contributors

author

Ljubica Marjanovič-Umek

• University of Ljubljana, Faculty of Arts, Department of Psychology, Askerceva 2, 1000 Ljubljana, Slovenia

author

Urška Fekonja-Peklaj

author

Katja Grgic

author

Gregor Sočan

author

Ajda Pfifer