Article published In:
Narrative InquiryVol. 11:2 (2001) ► pp.411–450
Occasions for Providing Resolutions (or not) in Turkish Preschool Conversational Narratives
Many developmental studies of narrative isolate resolutions as a structural element, aiming to demonstrate age-related influences on the presence or absence of this component in children’s narrative productions. This study is an ethnographic study of Turkish children’s conversationally occasioned narratives investigating the conversational occasions that lead to provision or omission of a problem-resolution structure in children’s narratives. The data come from 60 hours of naturalistically collected talk of preschool children aged 3-to-6 in two different preschools. The results indicate that Turkish preschool children often provide narratives without a problem-resolution structure but also that they can provide high-point structures, depending on the speech situation. The analyses reveal that whether children organize their narratives in terms of a problem-resolution structure is dependent on the characteristics of the recounted events and conversational factors rather than merely age-related competence.
Cited by
Cited by 3 other publications
Blum-Kulka, Shoshana
2005. ‘I Will Tell You the Whole True Story Now’: Sequencing the Past, Present and Future in Children’s Conversational Narratives. In Perspectives on Language and Language Development, ► pp. 275 ff. 
Hay, Dale F., Alexandra Payne & Andrea Chadwick
2004. Peer relations in childhood. Journal of Child Psychology and Psychiatry 45:1 ► pp. 84 ff.
Kuntay, Aylin C.
2004. Lists as Alternative Discourse Structures to Narratives in Preschool Children's Conversations. Discourse Processes 38:1 ► pp. 95 ff.
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