| Summary: | 碩士 === 樹德科技大學 === 兒童與家庭服務系 === 103 === This main purpose of this study was to investigate how young children narrated and interpreted wordless picture books in order to construct a comprehensive and meaningful story, as well as to identify factors that affected the content of children''s narratives. Participants were five children in a kindergarten affiliated with an elementary school in Kaohsiung. Three wordless picture books—Sea to the Secret (Wiesner, 2007),Konishi Ball (Raschka, 2012), and Umbrella (Ohta, 2005)—were selected as tools through expert validity in this study. To explore children''s narrative process, the researcher employed qualitative methods to collect data, including corpus of children''s narrative while they read the wordless picture books, children''s artwork after they read the wordless picture books, interview after children narrated the story, and children''s responses to the interview related to their artwork. Findings from study are as follows:
1.The structure of children''s narratives was comprehensive,
and they knew how to use conjunctions to connect between
ideas.
2.It was relatively easy for children to describe some
external behaviors and situations, such as initiating
events, actions, and direct consequences. They did not
normally describe details regarding emotions, such as
inner response or reactions of the character in the
books, and usually ignored background and plans shown in
the books.
3.Children were more likely to provide a description on the
elements of a picture when it was related to the story
line, main items, characters of the books. Especially,
they paid the most attention to colors, followed by size.
Other elements were less noticed by children.
4.Children often overlooked peritext, the media and
techniques in the books, but would response to such a
text when probed during interviews. Moreover, children
would narrative with composition unintentionally.
5.This study also identified factors affecting the content
of children''s narratives, which were observation,
interpretation, life experiences, reading experiences,
socio-cultural background, and personal imagination.
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