This mixed model study first implemented a quantitative approach to investigate the structural coherence of the narratives that 3- to 6-year old children construct with and without their mothers. We then employed qualitative analysis to identify and categorize strategies that mothers used to scaffold their children’s developing sequencing skill during narrative conversations. Analysis of 233 co-constructed and 209 independent past-event narratives from 65 mother-child dyads revealed that the children produced narratives with a range of structural coherence both independently and with maternal assistance. Chronological narratives were the most common structure produced with and without assistance, but leapfrog narratives persisted in the dyadic context. Five distinct patterns of maternal strategies that provided chronological structure to their children’s leapfrogs emerged. We discuss the ways in which the maternal strategies identified promote early literacy skills through scaffolding and modeling school-like literacy practices in everyday conversations.

中文翻译：

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“可是一开始呢？”

这项混合模型研究首先实施了一种定量方法来调查 3 至 6 岁儿童在有和没有母亲的情况下构建的叙述的结构连贯性。然后，我们使用定性分析来识别和分类母亲在叙事对话中用来支撑孩子发展排序技能的策略。对来自 65 个母子对的 233 个共同构建的过去事件叙述和 209 个独立的过去事件叙述的分析表明，儿童独立和在母亲的帮助下产生了具有一系列结构连贯性的叙述。年代叙事是最常见的结构，无论是否有帮助，但跨越式叙事仍然存在于二元背景中。出现了五种不同的母亲策略模式，它们为孩子的跨越式提供了按时间顺序排列的结构。我们讨论了所确定的孕产妇策略通过在日常对话中搭建和模拟类似学校的识字实践来促进早期识字技能的方式。