¿Y esto qué es? ¿Por qué...? El desarrollo de unidades de discurso explicativas durante la lectura de cuentos en el hogar

Alejandra Stein, Ailín Paula Franco Accinelli, Eliana Belén González Lynn

Resumen


Se propone contribuir al conocimiento de las características del habla explicativa producida en 39 situaciones de lectura de cuentos en hogares de 13niños (30-42 meses) de sectores medios de Argentina. Las unidades explicativas en los intercambios en torno al cuento fueron analizadas según el tipo de explicación, quién las inicia y produce, y su nivel de distanciamiento respecto del entorno inmediato de la situación. Los resultados evidencian el potencial de las lecturas de cuentos para la producción de habla explicativa compleja de manera compartida entre el niño y el adulto. Se identificaron diferencias longitudinales y según la familiaridad con el cuento leído. Se destacan las implicancias pedagógicas para el diseño de intervenciones educativas orientadas a promover el dominio de discurso extendido.

Aukrust, V. (2004). Explanatory discourse in young second language learners’ peer play. Discourse Studies, 6(3), 393–412. doi: 10.1177/14614456040

Aukrust, V. & Snow, C. (1998). Narratives and explanations during mealtime conversations. Lang. in Soc., 27(2), 221-246.

Barbieri, M., Colavita, F. & Scheuer, N. (1990). The beginning of the explaining capacity. En G. Conti Ramsden & C. Snow (eds.), Children's language, (Vol.7, pp.245-272). NJ: Erlbaum.

Beals, D. (1993). Explanatory talk in low-income families’ mealtime conversations. Applied Psycholinguistics, 14(4), 489-513. doi: 10.1017/S0142716400010717

Beals, D. & Snow, C. (1994) "Thunder is when the angels are upstairs bowling": Narratives and explanations at the dinner table. Journal of Narrative and Life History, 4, 331-352.

Blum-Kulka, S.(2002). ‘Do you believe that Lotís wife is blocking the Road 85 (to Jericho)?’: Co-constructing theories about the world with adults En S. Blum-Kulka & C. Snow (eds.), Talking to adults. The contribution of multiparty discourse to language acquisition (pp. 85-116). NJ: Erlbaum.

Blum-Kulka, S., Hamo, M. & Habib, T. (2010) Explanations in naturally occurring peer talk: Conversational emergence and function, thematic scope, and contribution to the development of discursive skills. First Language, 30(3-4), 440-460.

Callanan, M. & Oakes, L. (1992). Preschoolers' questions and parents' explanations: Causal thinking in everyday activity. Cognitive Development, 7(2), 213-233.

Crowley, K., Callanan, M., Tenenbaum, H. & Allen, E. (2001). Parents explain more often to boys than to girls during shared scientific thinking. Psychol. Science,12(3), 258–261.

Carmiol, A.M. & Sparks, A. (2014). Narrative development across cultural contexts. En D. Matthews (ed.) Pragmatic development in first language acquisition (pp. 279-296). Benjamins.Consejo Nacional de Investigaciones Científicas y Técnicas. (2006). Lineamientos para el comportamiento ético en las Ciencias Sociales y Humanidades, Resolución 2857/06. https://www.conicet.gov.ar/wp-content/uploads/RD-20061211-2857.pdf.Goodsitt, J.G., Raitan, M. & Perlmutter, M. (1988). Interaction between mothers and preschool children when reading a novel and familiar book. International Journal of Behavioral Development, 11(4), 489–505. doi: 10.1177/016502548801100407Griffin, T., Hemphill,L., Camp, L. & Wolf, D. (2004). Oral discourse in the preschool years and later literacy skills. First Language, 24(2), 123-147. doi: 10.1177/0142723704042369Haden, C., Reese, E. & Fivush, R. (1996). Mothers' extratextual comments during storybook reading: Stylistic differences over time and across texts. Discourse processes, 21(2), 135-169. doi: 10.1080/01638539609544953

Heath, S. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge: Harvard Univ. Press.

Heath, S. & Thomas,C. (1984). The achievement of preschool literacy for mother and child. En H. Goelman, A. Oberg & F. Smith (eds.), Awakening to literacy (pp.51-72). Heinemann.

Heller, V. (2014). Discursive practices in family dinner talk and classroom discourse: A contextual comparison. Learning, Culture and Social Interaction, 3(2), 134-145.

Hickling, A. & Wellman, H. (2001). The emergence of children's causal explanations and theories: Evidence from everyday conversation. Dev. Psychology,3 7(5), 668-683.

Kelemen, D., Emmons, N., Seston Schillaci, R. & Ganea, P. (2014). Young children can be taught basic natural selection using a picture-storybook intervention. Psychological Science, 25(4), 893-902. doi: 10.1177/0956797613516009

Leech, K., Haber, A., Jalkh, Y. & Corriveau, K. (2020). Embedding scientific explanations into storybook impacts scientific discourse and learning. Frontiers in Psychology, 11:1016. doi: 10.3389/fpsyg.2020.01016

Legare, C. & Clegg, J. (2014). The development of children’s causal explanations. En S. Robson & S. Flannery (eds.) The Routledge International Handbook of Young Children's Thinking and Understanding. Routledge Handbooks Online.

Legare, C., Lane, J. & Evans, E. (2013). Anthropomorphizing science: How does it affect the development of evolutionary concepts? Merrill-Palmer Quarterly, 59(2),168-197.

McCabe, A., Bailey, A. & Melzi, G. (2008). Spanish-language narration and literacy: Culture, cognition, and emotion. Cambridge: Cambridge Univ. Press.

MacWhinney, B. (2000). The CHILDES Project: Tools for Analyzing Talk. 3rd Edition. Mahwah: Erlbaum.

Nelson, K. (1989). Narratives from the crib. Cambridge: Harvard Univ. Press.

Ninio, A. & Bruner, J. (1978). The achievement and antecedents of labelling. Journal of Child Language, 5, 1-15.

Peralta O. & Salsa A. (2001). Interacción materno-infantil con libros con imágenes en dos niveles socioeconómicos. Infancia y Aprendizaje, 24(3), 325-339.

Pan, B. & Snow, C. (1999). The development of conversational and discourse skills. En M. Barrett, The development of language (pp.229-250). NY: Taylor & Francis.

Pappas, C. (1993). Is narrative “primary”? Some insights from kindergartners’ pretend reading of stories and informational books. Journal of Reading Behavior, 25, 97-127.

Peets, K. & Bialystok, E. (2015). Academic discourse: Dissociating standardized and conversational measures of language proficiency in bilingual kindergarteners. Applied Psycholinguistics, 36(2), 437-461. doi:10.1017/S0142716413000301

Phillips, G. & McNaughton, S. (1990). The practice of storybook reading to preschool children in mainstream New Zealand families. Reading Research Quarterly, 25(3), 196–212.

Quasthoff, U., Heller, V. & Morek, M. (2017). On the sequential organization and genre-orientation of discourse units in interaction: An analytic framework. Discourse Studies, 19(1), 84-110. doi: 10.1177/1461445616683596

R Core Team (2017). R: A language and environment for statistical computing. https://www.r-project.org/

Ricard, R. & Snow, C. (1990). Language use in and out of context. Journal of Applied Dev. Psychology, 11(3), 251-266.

Sepúlveda, A. & Álvarez-Otero, B. (2010) El aprendizaje de los usos expositivos del lenguaje. Cs. de la Salud, 8(2), 45-59.

Sigel, I. E. (2002). The psychological distancing model: A study of the socialization of cognition. Culture and Psychology, 8(2), 189–214. doi: 10.1177/1354067X02008002438

Snow, C. (2014). Input to interaction to instruction: Three key shifts in the history of child language research. Journal of Child Language, 41, 117-123.

Snow, C. & Beals, D. (2006). Mealtime talk that supports literacy development. New directions for child and adolescent development, 111, 51-66.

Snow, C. & Uccelli, P. (2009). The challenge of academic language. En D. Olson & N. Torrance (eds.), The Cambridge handbook of literacy (pp.112-133). Cambridge Univ. Press.

Stein, A., Migdalek, M. & Rosemberg, C. R. (2020) Argumentación, narración y explicación: un estudio de las unidades de discurso en conversaciones espontáneas durante situaciones de comida. Cultura y Educación, 32(4), 705-737.

Stein, A. & Rosemberg, C. R. (2012). Compartir cuentos en el hogar. Diferentes estilos de lectura en poblaciones urbano marginadas de Argentina. Infancia y aprendizaje, 35(4), 405-419. doi:10.1174/021037012803495249

Sulzby, E. & Teale, W. (1987). Young children's storybook reading: Longitudinal study of parent-child interaction and children's independent functioning. Spencer’s Found. Report.

Van Kleeck, A., Gillam, R.,Hamilton, L. & McGrath, C.(1997). The relationship between middle-class parents book-sharing discussion and their preschoolers abstract language development. Journal of Speech, Lang. and Hearing, 40, 1261-1271.

Veneziano, E. & Sinclair, H. (1995). Functional changes in early child language: the appearance of references to the past and of explanations. Journal of Child Lang.,22, 557-581.

Wells, G. (1985). Preschool literacy-related activities and success in school. En D. Olson, N. Torrance & A. Hildyard (eds.) Literacy, language and learning (pp. 229-255). NY: Cambridge Univ. Press.

Zunino, G. M. (2017). Procesamiento psicolingüístico de relaciones causales y contracausales. En I. Arroyo Hernández (ed.). La expresión de la causa en español (pp.199-234). Madrid: Visor.


Palabras clave


desarrollo discursivo, lectura de cuentos, explicación, infancia

Texto completo:

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Referencias


Aukrust, V. (2004). Explanatory discourse in young second language learners’ peer play. Discourse Studies, 6(3), 393–412. doi: 10.1177/14614456040

Aukrust, V. & Snow, C. (1998). Narratives and explanations during mealtime conversations. Lang. in Soc., 27(2), 221-246.

Barbieri, M., Colavita, F. & Scheuer, N. (1990). The beginning of the explaining capacity. En G. Conti Ramsden & C. Snow (eds.), Children's language, (Vol.7, pp.245-272). NJ: Erlbaum.

Beals, D. (1993). Explanatory talk in low-income families’ mealtime conversations. Applied Psycholinguistics, 14(4), 489-513. doi: 10.1017/S0142716400010717

Beals, D. & Snow, C. (1994) "Thunder is when the angels are upstairs bowling": Narratives and explanations at the dinner table. Journal of Narrative and Life History, 4, 331-352.

Blum-Kulka, S.(2002). ‘Do you believe that Lotís wife is blocking the Road 85 (to Jericho)?’: Co-constructing theories about the world with adults En S. Blum-Kulka & C. Snow (eds.), Talking to adults. The contribution of multiparty discourse to language acquisition (pp. 85-116). NJ: Erlbaum.

Blum-Kulka, S., Hamo, M. & Habib, T. (2010) Explanations in naturally occurring peer talk: Conversational emergence and function, thematic scope, and contribution to the development of discursive skills. First Language, 30(3-4), 440-460.

Callanan, M. & Oakes, L. (1992). Preschoolers' questions and parents' explanations: Causal thinking in everyday activity. Cognitive Development, 7(2), 213-233.

Crowley, K., Callanan, M., Tenenbaum, H. & Allen, E. (2001). Parents explain more often to boys than to girls during shared scientific thinking. Psychol. Science,12(3), 258–261.

Carmiol, A.M. & Sparks, A. (2014). Narrative development across cultural contexts. En D. Matthews (ed.) Pragmatic development in first language acquisition (pp. 279-296). Benjamins.

Consejo Nacional de Investigaciones Científicas y Técnicas. (2006). Lineamientos para el comportamiento ético en las Ciencias Sociales y Humanidades, Resolución 2857/06. https://www.conicet.gov.ar/wp-content/uploads/RD-20061211-2857.pdf

.

Goodsitt, J.G., Raitan, M. & Perlmutter, M. (1988). Interaction between mothers and preschool children when reading a novel and familiar book. International Journal of Behavioral Development, 11(4), 489–505. doi: 10.1177/016502548801100407

Griffin, T., Hemphill,L., Camp, L. & Wolf, D. (2004). Oral discourse in the preschool years and later literacy skills. First Language, 24(2), 123-147. doi: 10.1177/0142723704042369

Haden, C., Reese, E. & Fivush, R. (1996). Mothers' extratextual comments during storybook reading: Stylistic differences over time and across texts. Discourse processes, 21(2), 135-169. doi: 10.1080/01638539609544953

Heath, S. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge: Harvard Univ. Press.

Heath, S. & Thomas,C. (1984). The achievement of preschool literacy for mother and child. En H. Goelman, A. Oberg & F. Smith (eds.), Awakening to literacy (pp.51-72). Heinemann.

Heller, V. (2014). Discursive practices in family dinner talk and classroom discourse: A contextual comparison. Learning, Culture and Social Interaction, 3(2), 134-145.

Hickling, A. & Wellman, H. (2001). The emergence of children's causal explanations and theories: Evidence from everyday conversation. Dev. Psychology,3 7(5), 668-683.

Kelemen, D., Emmons, N., Seston Schillaci, R. & Ganea, P. (2014). Young children can be taught basic natural selection using a picture-storybook intervention. Psychological Science, 25(4), 893-902. doi: 10.1177/0956797613516009

Leech, K., Haber, A., Jalkh, Y. & Corriveau, K. (2020). Embedding scientific explanations into storybook impacts scientific discourse and learning. Frontiers in Psychology, 11:1016. doi: 10.3389/fpsyg.2020.01016

Legare, C. & Clegg, J. (2014). The development of children’s causal explanations. En S. Robson & S. Flannery (eds.) The Routledge International Handbook of Young Children's Thinking and Understanding. Routledge Handbooks Online.

Legare, C., Lane, J. & Evans, E. (2013). Anthropomorphizing science: How does it affect the development of evolutionary concepts? Merrill-Palmer Quarterly, 59(2),168-197.

McCabe, A., Bailey, A. & Melzi, G. (2008). Spanish-language narration and literacy: Culture, cognition, and emotion. Cambridge: Cambridge Univ. Press.

MacWhinney, B. (2000). The CHILDES Project: Tools for Analyzing Talk. 3rd Edition. Mahwah: Erlbaum.

Nelson, K. (1989). Narratives from the crib. Cambridge: Harvard Univ. Press.

Ninio, A. & Bruner, J. (1978). The achievement and antecedents of labelling. Journal of Child Language, 5, 1-15.

Peralta O. & Salsa A. (2001). Interacción materno-infantil con libros con imágenes en dos niveles socioeconómicos. Infancia y Aprendizaje, 24(3), 325-339.

Pan, B. & Snow, C. (1999). The development of conversational and discourse skills. En M. Barrett, The development of language (pp.229-250). NY: Taylor & Francis.

Pappas, C. (1993). Is narrative “primary”? Some insights from kindergartners’ pretend reading of stories and informational books. Journal of Reading Behavior, 25, 97-127.

Peets, K. & Bialystok, E. (2015). Academic discourse: Dissociating standardized and conversational measures of language proficiency in bilingual kindergarteners. Applied Psycholinguistics, 36(2), 437-461. doi:10.1017/S0142716413000301

Phillips, G. & McNaughton, S. (1990). The practice of storybook reading to preschool children in mainstream New Zealand families. Reading Research Quarterly, 25(3), 196–212.

Quasthoff, U., Heller, V. & Morek, M. (2017). On the sequential organization and genre-orientation of discourse units in interaction: An analytic framework. Discourse Studies, 19(1), 84-110. doi: 10.1177/1461445616683596

R Core Team (2017). R: A language and environment for statistical computing. https://www.r-project.org/

Ricard, R. & Snow, C. (1990). Language use in and out of context. Journal of Applied Dev. Psychology, 11(3), 251-266.

Sepúlveda, A. & Álvarez-Otero, B. (2010) El aprendizaje de los usos expositivos del lenguaje. Cs. de la Salud, 8(2), 45-59.

Sigel, I. E. (2002). The psychological distancing model: A study of the socialization of cognition. Culture and Psychology, 8(2), 189–214. doi: 10.1177/1354067X02008002438

Snow, C. (2014). Input to interaction to instruction: Three key shifts in the history of child language research. Journal of Child Language, 41, 117-123.

Snow, C. & Beals, D. (2006). Mealtime talk that supports literacy development. New directions for child and adolescent development, 111, 51-66.

Snow, C. & Uccelli, P. (2009). The challenge of academic language. En D. Olson & N. Torrance (eds.), The Cambridge handbook of literacy (pp.112-133). Cambridge Univ. Press.

Stein, A., Migdalek, M. & Rosemberg, C. R. (2020) Argumentación, narración y explicación: un estudio de las unidades de discurso en conversaciones espontáneas durante situaciones de comida. Cultura y Educación, 32(4), 705-737.

Stein, A. & Rosemberg, C. R. (2012). Compartir cuentos en el hogar. Diferentes estilos de lectura en poblaciones urbano marginadas de Argentina. Infancia y aprendizaje, 35(4), 405-419. doi:10.1174/021037012803495249

Sulzby, E. & Teale, W. (1987). Young children's storybook reading: Longitudinal study of parent-child interaction and children's independent functioning. Spencer’s Found. Report.

Van Kleeck, A., Gillam, R.,Hamilton, L. & McGrath, C.(1997). The relationship between middle-class parents book-sharing discussion and their preschoolers abstract language development. Journal of Speech, Lang. and Hearing, 40, 1261-1271.

Veneziano, E. & Sinclair, H. (1995). Functional changes in early child language: the appearance of references to the past and of explanations. Journal of Child Lang.,22, 557-581.

Wells, G. (1985). Preschool literacy-related activities and success in school. En D. Olson, N. Torrance & A. Hildyard (eds.) Literacy, language and learning (pp. 229-255). NY: Cambridge Univ. Press.

Zunino, G. M. (2017). Procesamiento psicolingüístico de relaciones causales y contracausales. En I. Arroyo Hernández (ed.). La expresión de la causa en español (pp.199-234). Madrid: Visor.




DOI: https://doi.org/10.46553/RPSI.17.33.2021.p81-103

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