The Temporality Competence Of Preschool Children In Frog Story

Narrative, also is called story—telling. It is a language competence to relate some events in sequence without language contexts.There are three narrative types according to the contents of express: life story narrative, fantasy narrative, and scripts. Frog story is a main form in fantasy narrative and child language teaching. It has important function to children's development in language and thinking domains.But there has been sparse research on preschool Mandarin preschool children's temporality competence in frog story. It is emergent to do this study.Sixty-one children's frog story is collect from two district kindergartens in Shanghai. Multiple methods of data collection were adopted including questionnaire, observation and Child Language Data Exchange System analysis. Themes, comments and ideas emerging during this period were written down and acted as guidelines for further data-analysis. At last the themes were categorized and sequenced into the final report.This study is done from three aspects: event structure, time and tense vocabulary. It found that the temporality competence of preschool children in frog story developed as they grew. There are some development differences as children are easy to relate the resolution, then the outset and the unfolding of the plot in the global structure; they first relate the unimportant episodes rather then important episodes. They use the sequence time vocabulary much more than the other two types time vocabulary; they tend to use "le" at the end of a sentence to replenish the lack of time vocabulary.By analyzing the problems, the report tried to put forward some suggestions for the practice of child language teaching: (1) Reasonable teaching goals; (2) Focus on the weak domain; (3) Relate with children's life experience.