Shiyan O.A. Children’s Narratives as a Possible Resource for Development of Dialectical Thinking in Senior Preschool Children
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Abstract
Goal-setting. The paper focuses on narrative abilities of preschool children as a resource for their cognitive development. Considering the speech and language development by children applies Lev Vygotsky’s cultural-historical approach. The development is viewed as a dialectical process: development is considered not as a gradual growth, but as a series of qualitative transformations. The study emphasizes two statements from Lev Vygotsky’s analysis: first, the idea of the genetic connection of telling (and drawing) stories with the future learning of reading and writing; second, the idea of connection between figurative and verbal means of creating narratives at the preschool age. Lev Vygotsky’s ideas were considered in relation with current studies on children’s narrative abilities.
Procedure and Methods. The paper describes the study on connection between the structure of children’s narratives and the dialectical thinking of preschoolers.
Applied methods: “What can be at the same time?” (N.Veraksa); “What can be the other way round?)” (A. Belolutskaya); “Children’s test of cyclic representations” (N. Veraksa, S. Senyukova), “Tell a story” (A. Mak Keib). The study involved 34 children aged from five years to six years and eleven months. Each child was studied individually to avoid the influence of other children on the content of the story. A study on the method “Compilation of history using a dialectical pattern” (I. B. Shiyan) involving 44 senior preschool children (5 – 6.5 years of age) has been conducted. Children were asked to invent their own story (based on imagination or describing real events that happened to the child) using a dialectical pattern (beginning, middle, end) or without using one.
Results and Conclusion. The connection with the success of dialectical approach was detected only for stories based on the pattern. The study came to conclusion that using the “beginning, end, middle” storytelling pattern encourages children to create a more complex narrative, including operating with opposites. The creation of narratives can be used as a resource of cognitive development, in particular development of dialectical thinking in senior preschool children.
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