A Good Story: Children With Imaginary Companions Create Richer Narratives

Trionfi, Gabriel; Reese, Elaine

doi:10.1111/j.1467-8624.2009.01333.x

Cited by 75 publications

(73 citation statements)

References 47 publications

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“…One study that approached this topic from quite a unique direction looked at children who either had, or did not have, an imaginary friend (Trionfi & Reese, 2009). Children who had an imaginary friend were better at telling fi ctional stories than those who did not, and these children were also better at narrating past experiences.…”

Section: Fiction and Autobiography: Research Evidencementioning

confidence: 98%

Literary arts and the development of the life story

Mar

Peskin

Fong

2011

New Directions for Child and Adolescent Development

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Throughout adolescence, children begin to develop their life story: a coherent account of their experiences and selfhood. Although the nature of this development is still being uncovered, one promising direction for research is the examination of factors that could encourage life story development. Here the authors explore the idea that exposure to the literary arts (i.e., poetry and fictional literature) might promote the formation of a coherent autobiographical narrative. Taking a critical look at both theoretical proposals along with the current empirical research, they provide a brief survey of this intriguing hypothesis.

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Section: Fiction and Autobiography: Research Evidencementioning

confidence: 98%

Literary arts and the development of the life story

Mar

Peskin

Fong

2011

New Directions for Child and Adolescent Development

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“…Estos trabajos pusieron de manifiesto la existencia de semejanzas entre el juego simbólico y la narrativa, tanto en su estructura como en el estilo de lenguaje empleado en ellos. Por un lado, tanto el juego simbólico como la narración han sido caracterizados como "dos expresiones distintivas del pensamiento simbólico" (Kavanaugh & Engel, 1998, p. 81) dado que ambos implican la (re)creación de un contexto (Trionfi & Reese, 2009). Durante el juego simbólico, para la creación de dicho contexto, los niños realizan transformaciones de objetos y transformaciones ideacionales -transformaciones más abstractas e independientes de los objetos presentes-.…”

Section: Introductionunclassified

La construcción del “mundo de ficción” y de la trama narrativa en situaciones de juego simbólico en el hogar

Stein

Migdalek

2017

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La construcción del "mundo de ficción" y de la trama narrativa en situaciones de juego simbólico en el hogarResumen. Con la participación de niños de sectores medios de Argentina, se presenta un estudio longitudinal acerca de la construcción del mundo ficcional y de la trama narrativa en situaciones de juego. Investigaciones previas evidenciaron las relaciones entre el juego y las habilidades narrativas. Son escasos los estudios que analizaron los recursos que contribuyen a elaborar el mundo ficcional del juego, así como las características de su trama narrativa. Se analizaron 60 situaciones de juego simbólico en las que participaron 12 niños y sus madres cuando los primeros tenían 2.6 y 3.6 años. Los participantes emplean diversos recursos para la construcción del mundo ficcional. Se observaron variaciones longitudinales respecto del uso de enunciados metalúdicos, el tipo de mundo ficcional y la complejidad de la trama narrativa del juego.Palabras clave. Juego, lenguaje temprano, habilidades narrativas, estudio longitudinal.Abstract. The paper presents a longitudinal analysis of the construction of the fictional world and the narrative discourse in play situations registered in the homes of middle-income children from Argentina. Previous research has shown the relations between play and narrative abilities. There are few studies focused on the characteristics of the interaction and the language that contribute to the narrative represented in the play. Sixty play situations were analyzed and registered in the homes of 12 children when they were 2.6 and 3.6 years old respectively. The participants used several resources for the construction of the fictional world of the play. Longitudinal variations were observed regarding the use of metaplay utterances, the types of fictional worlds constructed and the complexity of the narratives.

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“…Research indicates that children can give identities to objects when engaging in pretend play in object personification and anthropomorphism (for example, Gjersoe, Hall & Hood, 2015) where the attribution of human type qualities is given to inanimate objects where 'objects (for example, toys, blankets or any other everyday object) [are] constantly treated by the child as alive' (Giménez-Dasí, Pons & Bender, 2016, p. 190). Personified objects are identified as being different from imaginary companions, as the former involves the transformation of a physical object and the latter relates to an invisible other that only the child can 'see' (Giménez-Dasí et al, 2016, Trionfi & Reese, 2009). …”

Section: Object Personification and Voice Projection In Role-playmentioning

confidence: 99%

Ventriloquism as early literacy practice: making meaning in pretend play

Bateman

2016

Early Years

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This article discusses how children in New Zealand make meaning in their spontaneous pretend play from kindergarten (four years old) through to their first year of primary school (five years old). The findings discussed here are taken from a wider project investigating children's storytelling where 12 child participants were video recorded during their everyday storytelling experiences over a three-year period. This article reveals how children's engagement in pretend play often involves playing out an impromptu storyline where ventriloquism is used to talk objects into life through paralinguistic features such as gesture, gaze and voice prosody. These findings suggest that through the act of ventriloquism in pretend play children learn to engage in complex meaning making activities in playful ways, orally formulating characters and building coherent and systematic storylines that can be identified as early literacy practices.Keywords: pretend play; storytelling; early literacy practices; New Zealand; object personification and voice projection; ventriloquism Acknowledgements Thank you to the children, families and teachers who participated in this research. I would also like to thank the members of the UCLA CLIC winter quarter 2016 group in Chuck Goodwin's Co-Operative Action Lab for their exceptional insight into the data, and the members of Linköping Conversation and Interaction Analysis Group for their generous discussions around the data. Thanks also go to Friederike Kern for insightful discussions around Laver's voice quality. Funding: Thanks is given to the New Zealand Teaching and Learning Research Initiative for funding the project that this data belongs to, 'Literacy and narrative in the early years: Zooming in and zooming out'. 2 AbstractThis article discusses how children in New Zealand make meaning in their spontaneous pretend play from kindergarten (four years old) through to their first year of primary school (five years old). The findings discussed here are taken from a wider project investigating children's storytelling where 12 child participants were video recorded during their everyday storytelling experiences over a three-year period. This article reveals how children's engagement in pretend play often involves playing out an impromptu storyline where ventriloquism is used to talk objects into life through paralinguistic features such as gesture, gaze and voice prosody. These findings suggest that through the act of ventriloquism in pretend play children learn to engage in complex meaning making activities in playful ways, orally formulating characters and building coherent and systematic storylines that can be identified as early literacy practices.

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A Good Story: Children With Imaginary Companions Create Richer Narratives

Cited by 75 publications

References 47 publications

Literary arts and the development of the life story

Literary arts and the development of the life story

La construcción del “mundo de ficción” y de la trama narrativa en situaciones de juego simbólico en el hogar

Ventriloquism as early literacy practice: making meaning in pretend play

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