Susan Engel - The stories children tell: making sense of the narratives of childhood
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Whether presenting their versions of real events or making up tales of adventure and discovery, children enchant us with their stories. But the value of those stories goes beyond their charm. Storytelling is an essential form through which children interpret their own experiences and communicate their view of the world. Each narrative presented by a child is a brushstroke on an evolving self-portrait a self-portrait the child can reflect on, refer to, and revise. In The Stories Children Tell, developmental psychologist Susan Engels examines the methods and meanings of childrens narratives. She offers a fascinating look at one of the most exciting areas in modern psychology and education. What is really going on when a child tells or writes a story Engels insights into this provocative question are drawn from the latest research findings and dozens of actual childrens tales compelling, funny, sometimes disturbing stories often of unexpected richness and beauty. In The Stories Children Tell, Susan Engel examines: P dir=ltr align=left -the different functions of storytelling / P dir=ltr align=left/ -the way the storytelling process changes as children develop / P dir=ltr align=left/ -the contributions of parents and peers to storytelling / P dir=ltr align=left/ -the different types of stories children tell / P dir=ltr align=left/ -the development of a childs narrative voice / P dir=ltr align=left/ -the best way of nurturing a childs storytelling skills / Throughout these discussions, Engel presents compelling evidence for what is perhaps her most intriguing idea: that in constructing stories, children are constructing themselves. Read more...
Abstract: Whether presenting their versions of real events or making up tales of adventure and discovery, children enchant us with their stories. But the value of those stories goes beyond their charm. Storytelling is an essential form through which children interpret their own experiences and communicate their view of the world. Each narrative presented by a child is a brushstroke on an evolving self-portrait a self-portrait the child can reflect on, refer to, and revise. In The Stories Children Tell, developmental psychologist Susan Engels examines the methods and meanings of childrens narratives. She offers a fascinating look at one of the most exciting areas in modern psychology and education. What is really going on when a child tells or writes a story Engels insights into this provocative question are drawn from the latest research findings and dozens of actual childrens tales compelling, funny, sometimes disturbing stories often of unexpected richness and beauty. In The Stories Children Tell, Susan Engel examines: P dir=ltr align=left -the different functions of storytelling / P dir=ltr align=left/ -the way the storytelling process changes as children develop / P dir=ltr align=left/ -the contributions of parents and peers to storytelling / P dir=ltr align=left/ -the different types of stories children tell / P dir=ltr align=left/ -the development of a childs narrative voice / P dir=ltr align=left/ -the best way of nurturing a childs storytelling skills / Throughout these discussions, Engel presents compelling evidence for what is perhaps her most intriguing idea: that in constructing stories, children are constructing themselves
Abstract: Whether presenting their versions of real events or making up tales of adventure and discovery, children enchant us with their stories. But the value of those stories goes beyond their charm. Storytelling is an essential form through which children interpret their own experiences and communicate their view of the world. Each narrative presented by a child is a brushstroke on an evolving self-portrait a self-portrait the child can reflect on, refer to, and revise. In The Stories Children Tell, developmental psychologist Susan Engels examines the methods and meanings of childrens narratives. She offers a fascinating look at one of the most exciting areas in modern psychology and education. What is really going on when a child tells or writes a story Engels insights into this provocative question are drawn from the latest research findings and dozens of actual childrens tales compelling, funny, sometimes disturbing stories often of unexpected richness and beauty. In The Stories Children Tell, Susan Engel examines: P dir=ltr align=left -the different functions of storytelling / P dir=ltr align=left/ -the way the storytelling process changes as children develop / P dir=ltr align=left/ -the contributions of parents and peers to storytelling / P dir=ltr align=left/ -the different types of stories children tell / P dir=ltr align=left/ -the development of a childs narrative voice / P dir=ltr align=left/ -the best way of nurturing a childs storytelling skills / Throughout these discussions, Engel presents compelling evidence for what is perhaps her most intriguing idea: that in constructing stories, children are constructing themselves
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Table of Contents
Chapter 1: The World of Childrens Stories
Page 1 : Chapter opening quotation: I learned this quote from my grandmother, Lina Podoloff Derecktor. She attributed it to Johann Wolfgang von Goethe. Although a colleague at Williams, Bruce Kieffer of the German Department, says it sounds as if it might very well be from Goethe, I was unable to locate it.
The story given here, as well as other unattributed examples of childrens stories, is taken from my own unpublished data.
Page 4 : Peggy Miller and Lois Sperry, Early talk about the past: The origins of conversational stories of personal experience, Journal of Child Language, 15 ( 1988 ) , 293315 .
Page 6 : The quotation is from page 35 of Alexander Luria, Language and Cognition (New York: Wiley, 1981).
Page 9 : Two books that describe the new interest in stories are Roger Schank, Tell Me a Story (New York: Scribner, 1990), and Jerome Bruner, Actual Minds, Possible Worlds (Cambridge, MA: Harvard University Press, 1986).
An excellent textbook account of changes in psychological paradigms is found in Charlotte Doyle, Explorations in Psychology (Monterey, CA: Brooks-Cole, 1987). See also John Searless discussion of recent trends in psychology in The Rediscovery of Mind (Cambridge, MA: MIT Press, 1992) and Jerome Bruners discussion in Acts of Meaning (Cambridge, MA: Harvard University Press, 1990).
Page 13: The quotation is found in Luis Buuel, My Last Sigh (New York: Knopf, 1983), page 5.
Page 15: The quotation is from page 94 of Gordon Wellss The Meaning Makers (Portsmouth, NH: Heinemann, 1986). Italics are mine.
Page 18: The quotation is from page 28 of Forsters brilliant book, published by Harcourt, Brace in 1927.
Chapter 2: Why Children Tell Stories
Page 24 : James Thurber, The Wonderful O (New York: Simon & Schuster, 1957).
Page 25 : Michael Halliday, Learning How to Mean (New York: Elsevier, 1975, 1977).
Page 28 : An excellent book that discusses the different ways in which people might mentally categorize objects and concepts is Cognition and Categorization , edited by Eleanor Rosch and Barbara Lloyd (Hillsdale, NJ: Lawrence Erlbaum Associates, 1978).
Page 29 : The seminal book that describes the original script theory is Scripts, Plans, Goals and Understanding, by Roger Schank and Robert Abelson (Hillsdale, NJ: Lawrence Erlbaum Associates, 1977).
A good collection of studies that show how children use routines to organize their knowledge and their language is Event Knowledge: Structure and Function in Development, edited by Katherine Nelson (Hillsdale, NJ: Lawrence Erlbaum Associates, 1986).
Page 31 : For some older views of childrens mental organization, see Jeremy Anglins Word Object and Conceptual Development (New York: Norton, 1977), and Eve Clarks Whats in a word? On the childs acquisition of semantics in his first language. In Cognitive Development and the Acquisition of Language, ed. T. E. Moore (New York: Academic Press, 1973), as well as Clarks good account, Meanings and concepts. In P. E.Mussen, ed., Carmichaels Manual of Child Psychology , Vol. 3, Cognitive Development , ed. J. H. Flavell and E. M. Markman (New York: Wiley, 1983), pages 787840.
Page 32 : Emilys monologues, beginning on page 35 and going on through page 39, are found in Narratives from the Crib , edited by Katherine Nelson (Cambridge, MA: Harvard University Press, 1989). Quotations are, respectively, from pages 43, 45, and 47.
Page 33 : Bruner and Lucariellos comments are from page 76 in the volume Narratives from the Crib , edited by Katherine Nelson.
Page 35 : See Carol Feldmans essay in Narratives from the Crib .
Page 38 : Jan Drucker, The affective context and psychodynamics of first symbolization. In Symbolic Functioning in Childhood , ed. N. Smith and M. Franklin (Hillsdale, NJ: Lawrence Erlbaum Associates, 1979).
The psychoanalytic notion of symbols as transitional objects is from a paper presented by the child psychiatrist Eleanor Galenson at the Austen Riggs Center, Stockbridge, MA, March 1992. The topic of the talk was a case study in elective mutism of a little boy.
The importance of transitional objects is discussed by D. W. Winnicott, Playing and Reality (London: Tavistock, 1975).
Ulric Neisser talks about different types of self-knowledge in a report called Five Kinds of Self-Knowledge, published as part of the series The Emory Cognition Report , Emory University, September 1988.
Page 40 : Annie Dillard, An American Childhood (New York: Harper & Row, 1981).
Page 42 : Bruno Bettelheim, The Uses of Enchantment : The Meaning and Importance of Fairy Tales (New York: Knopf, 1976).
Jasons experiences are detailed in Vivian Paleys The Boy Who Would Be a Helicopter (Cambridge, MA: HarvardUniversity Press, 1990).
Page 46 : Shirley Brice Heath, Ways with Words (Cambridge: Cambridge University Press, 1983).
Hadyn White, The value of narrativity in the representation of reality. In Critical Inquiry on Narrative , ed. W. J. T. Mitchell, vol. 7, no. 1 (1980), and vol. 7, no. 4 (1981). This is a wonderful collection of papers that draws together a wide array of theoretical perspectives on narrative.
Page 47 : Experiments on memory: Frederic C. Bartlett, Remembering (Cambridge: Cambridge University Press, 1932).
How to tell the right kind of story: Sarah Michaels, The dismantling of narrative. In Developing Narrative Structure , ed. Carole Peterson and Allyssa McCabe (Hillsdale, NJ: Lawrence Erlbaum Associates, 1991).
Page 49 : The essay by Paul Ricoeur is A model of the text: Meaningful action considered as a text. In The Interpretive Social Science: A Reader , ed. Paul Rabinow and William Sullivan (Berkeley: University of California Press, 1979).
The speech act idea is discussed by J. L. Austin in How to Do Things with Words (New York: Oxford University Press, 1962), and by John Searle in Speech Acts (Cambridge: Cambridge University Press, 1970).
Page 51: See Gordon Wellss The Meaning Makers (Portsmouth, NH: Heinemann, 1986).
Ways in which children establish and maintain feelings of intimacy through storytelling: Wanna be lucky and have two cameras? Friendship and collaborative narration in preschool, honors thesis written by Eileen Anderson, under my supervision, Williams College, 1993.
Page 55: For Neissers thoughts on constructing an extended self, see his Five Kinds of Self-Knowledge.
Chapter 3: Perspectives on Narratives
Page 59: The chapters opening quotation is from Charles Dickens, David Copperfield (New York: Heritage Press, 1937), page 1.
Page 60 : Samuel Levin, in his book Metaphoric Worlds (New Haven, CT: Yale University Press, 1988), argues that every poem begins with an invisible invitation that frames ones interpretation of the poem; see also Concerning what kind of speech act a poem is. In Pragmatics of Language and Literature , ed. Tevn A. van Dijk (Amsterdam: North Holland, 1976).
The quotation is on page 79 in The Pear Stories: Cultural, Cognitive and Linguistic Aspects of Narrative Production , ed. Wallace Chafe (Norwood, NJ: Ablex, 1980).
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