The Structure and Context of Preschool Children’s Reality and Fantasy Narrative

• Main Authors: Chien-Jung Chen, 陳芊榕
• Other Authors: Pyng-Na Lee
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/42440611242810836367

碩士 === 國立臺南大學 === 幼兒教育學系碩士在職專班 === 105 === This research attempts to investigate the structure and context of preschool children’s authenticity narrative and fantasy narrative, as well as the relations of the fantasying narrated the vein with the children’s life and the organizational patterns with regard to the content. This qualitative study recruited 30 children with the mixed age class between ages 5 to 6 year old from late September, 2016 to the early January, 2017. During this period, the study collected 49 reality narratives and 196 fantasy narratives in children’s freedom narratives. Discovers from “high point analysis”, “story grammar” and so on is suitable narrates the structure analysis method in this research. In addition, this study also used the non-structural formula interview for the children , the parents and the teachers and the multi-dimensional method to comprehend and analyze the vein origin and the type of the fantasy narrates. The results of this study were as follows: 1. The use of reality narrative structure: The majority describes their own experiences. In “the background” aspect, oneself and the family member played the primary roles; 43% of them lacked the descriptions regarding “the place”; and 35% of them neglected the issue regarding “the time”. Approximate 65% of them showed the lack of the “protagonist's response” at the event. 2. The use of fantasy narrative structure: Three categories, such as “the authentic imagination according to the content characteristic to narrate”, “the story or the movie state again”, and “from arrange the creation - restate and reorganize, three kinds homemade” were determined based on the features of the narratives. The most common one is the third category which has 75% among all of them. The “protagonist's response” is the most common one to be neglected in approximately 35% of them; “the time” is the secondary one about 22; and the next is “the place” which is estimated about 18%. 3. The differences between the reality and fantasy narrative structure: Children are well-used in the two types of "role", "context" and "coda". The “protagonist's response” is the highest proportion to be neglected in both of the structures. Each of “the place” and “the time” is indicated as the second proportion in the authenticity and the fantasy narrative structure respectively. 4. The relations between children’s live and fantasy narrative: Three categories such as“real” , “fantasy”, and “real mixed with fantasy” were indicated. Accordingly, six narratives such as “the family daily life pattern”, “the family special activity”, “draws this, the books which extends which watches the television, the movie and read”, “the school course and the activity”, “the associates imitates, teachers and the associates back coupling”, and “the children’s itself interest with likes” were determined. 5. The content organization type in fantasy narrative : narrative context might affect content type and length. By past tense “time” first leg of an eight-legged essay, content stratification plane multi-dimensional widespread, presents situation which but the multi-spool threads the non-sole spool thread develops. The results of this study provide several concrete suggestions for preschool teachers, parents and may serve as a reference for researchers in this field.