By Michael W. Pratt, Barbara H. Fiese
This edited booklet attracts from paintings that makes a speciality of the act of telling relatives tales, in addition to their content material and constitution. the method of telling family members tales is associated with relevant facets of improvement, together with language acquisition, impact legislation, and kin interplay styles. This publication extends throughout conventional developmental psychology, character concept, and family members reports.
Drawing extensively at the epigenetic framework for person improvement articulated through Erik Erikson, in addition to on conceptions of the kinfolk existence cycle, the editors compile modern examples of mental learn on relations tales and their implications for improvement and alter at diverse issues within the existence path. The booklet is split into sections that target family members tales at diverse issues within the lifestyles cycle, from early adolescence and the beginnings of narrative ability, via formative years, younger maturity, midlife, after which mature maturity and its intergenerational which means. in the course of each one of those classes of the lifestyles cycle, study concentrating on person improvement inside of an Eriksonian framework of ego strengths and virtues is highlighted. The dynamic position of kinfolk tales can also be featured right here, with paintings exploring the hyperlinks among relations approach, intergenerational attachment, and storytelling. Sociocultural theories that emphasize how such improvement is positioned within the wider cultural context also are featured in different chapters. This extensive lifespan developmental concentration serves to combine the intriguing variety of this paintings and foster additional questions and examine within the rising box of kinfolk narrative.
The ebook is meant basically for researchers and advanced-level scholars within the fields of developmental and character psychology, in addition to these in family members stories and in gerontology. it might probably even be of curiosity to these within the aiding professions who're fascinated about kin remedy and relatives matters, and may--due to its content material and illustrative material--have attract a much wider industry of the lay public. The chapters are written in a simply obtainable kind and the analyses are provided in a pretty non-technical approach. simply because relations tales are charted around the lifespan, it'd be an appropriate better half booklet to a extra conventional lifespan textbook in sure courses.
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Extra resources for Family Stories and the Life Course: Across Time and Generations
Uh huh? And he’s a yuck one. He’s a yuck one? Yes and I sawed him. Uh huh? Purple. The stories from these three children diVer dramatically. Cathy’s narrative is well-structured according to the widely recognized tenets of good structure proposed by Labov and Waletzky (1967/1997). She provides orientation to the context of her narrative, that is, the who, where, and when of the story. She develops the action of the story, that is, the succession of events that communicate what happened. She builds her story around an emotional or evaluative high point or crisis event, that is, her brother’s bee sting, and she resolves the crisis event before ending the narrative.
Comparison (“Crying like a madman”), intensiWers and qualiWers (“stupid,” “fun,” “silly”), reported speech (“She said that she was happy”), compulsion words (“Mommy made us come in then”), words that are evaluative per se (“squished,” “Wnally” as in “We Wnally got him to do it”), exaggeration (“I ran as fast as a deer”), objective judgments (“Ten dollars is a lot of money for a kid”), and subjective judgments (“That was okay”). In longitudinal assessments of parental evaluation in parent-child reminiscing, parents have been shown to be relatively consistent (Haden, 1998; Reese, Haden, & Fivush, 1993).
Such large individual variation is not simply of academic interest; evidence is accumulating that narrative skill is one of the most important predictors of children’s school success and literacy acquisition (Paul & Smith, 1993). Those who competently construct narratives that are consistent with the expectations of teachers are less likely to be deWned as learning disabled (Roth, 1986) and more likely to make the transition to literacy readily (Snow, 1983). In fact, in one large-scale longitudinal study, kindergarten narrative production signiWcantly predicted fourth- and seventh-grade reading comprehension (Tabors, Snow, & Dickinson, 2001).