Narration contributes to the building of personal and cultural identity of the person. The use of narrative refers not only the basic knowledge of the child (relating to language, to the world, to human actions) but also the self conceptions of the world that he has. Studies on preschool-age children have amply underlined how narration is a privileged way for the child to get in touch with the written language early and to derive pleasure and competence together (Catarsi, 2001, p.48). The narration is one of the skills that has a significant role in the expression of imagination and emotional experiences, and in the systematization of one's own knowledge and beliefs. Bruner (1992)) recognizes a fundamental role and importance to the narrative, both at an individual and cultural level, and hypothesizes the existence of a narrative thought, of a sort of attitude or predisposition to organize the experience in a narrative form. In the processes of comprehension and production of texts (narrative and not) they involve numerous skills and functions: language, memory, information processing, knowledge schemes, metacognition. It is therefore essential that the child enters early in relationship with stories and stories. The article describes Glenn and Stein's methodology (1978) for the detection of well-formed stories by adapting them to cartoons for children.
|Numero di pagine||4|
|Rivista||SCUOLA ITALIANA MODERNA|
|Stato di pubblicazione||Published - 2016|