The Analysis of content young children use to tell stories with a wordless picture book－Take David Wiesner " Tuesday " as an example

• Main Authors: Pei-Yi Cheng, 程培儀
• Other Authors: Shu-Yen Yu
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/08812542725714692529

碩士 === 國立嘉義大學 === 幼兒教育學系碩士班 === 93 === The Analysis of content young children use to tell stories with a wordless picture book －Take David Wiesner " Tuesday " as an example Pei-Yi Cheng Abstract The study aims at understanding how the young children tell the content of the " Tuesday " wordless picture book. All the result can provide to the teachers, parents, and picture book creators for reference. The data analysis used in the study was based on qualitative method. The study takes twenty-three young children of the highest classes in a private kindergarten in Tainan county as target, base on the interview and observation to proceed as research. The main findings of this research are as follow: Part one： The young children tell about the characters in the story 1.The young children notice obvious behavior of each role, especially rapid, overstated movements. 2.The young children describe characters according to the role's eyes and change in appearance. 3.The young children describe characters by personalizing the statement. The young children tell the role's feeling by using his imagination. 4.The young children not only describe characters according to the illustration, or use their imagination and link according to the illustration；they also describe characters according to pre-conceived impression. 5.A few young children will also use ' meta-linguistic' and ' explanation strategies ' to describe characters. Part two： The young children tell the plot of the story 1.The young children are notice the moving characters of the story, connected with the incidents, and extend the development of the plot of the story. 2.The complicated and confusing plot attracts young children to observe, imagine, and ask questions. 3.Paying attention and noticing the illustration influenced young children to tell the plot of the story. 4.The young children tell the plot of the story in accordance with individual's observation, query, looking for clues from the illustration, and imagining and linking of the illustration. Part three： The young children tell the background of the story: 1.The young children tell the time of the story influenced by the teachers; the young children describe the time of the story by noticing the degree of the light in the artistic illustration. 2.The young children often say “here” and “there” to substitute for the right name of the place. Part four： The process of the young children tell the story: 1.The young children begin to tell the story from the front illustration page, because it has illustration. 2.If the young children have already learned to read, they will usually read about the written words to tell the story first, even than just telling the story by looking at the illustration. 3.The young children will make body movements while telling the story. 4.The young children often use short sentences, direct statements, conjunctions and unofficial spoken language, and the conjunction often becomes the young children's pet phrase. According to the results, I hope the study will provide multiple views and suggestions for teachers, parents, picture book creators, and researchers in the future. Key words: wordless picture book，young children， tell a story（narrative）