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1

Kołowa struktura wartości u dzieci przedszkolnych

100%
Cieciuch J., Hulak A., Kitaj M., Leszczyńska J., Bulkowska D.
Studia Psychologica
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2011
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issue 11/2
5-18
EN
The presented study is the first attempt to verify the Schwartz's circular model of value structure in middle childhood. Previous studies have verified the model in adulthood and adolescence, and most recently – thanks to the method called Picture Based Value Survey by Döring (Döring et al., 2010) - even in late childhood. However, to date there was a lack of adequate testing methods for younger children. To verify the hypothesis of the circular structure of value in middle childhood, we have developed a method called the Puppet Values Interview, inspired by the Berkeley Puppet Interview (Measelle, Ablow, Cowan, Cowan, 1998). The study was conducted individually and 60 children aged from 4 to 6 years participated in it. Multidimensional scaling obtained from the results supported the hypothesis about the circular structure of values and the possibility of dividing the continuum into four higher order values: self-transcendence, self-enhancement, openness to change and conservation.
2

STORYTELLING IN MIDDLE CHILDHOOD: CONTRIBUTIONS OF STORYBOOK EXPOSURE

88%
Marjanovič-Umek L., Fekonja-Peklaj U., Grgic K., Sočan G., Pfifer A.
Studia Psychologica
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2012
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vol. 54
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issue 1
53 – 66
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.
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