دانلود رایگان مقاله اثرات مشاهده حرکت بر روی درک داستانی کودکان پیش دبستانی

Abstract

Observing gesture can have a beneficial effect on learning, however research into the role of gesture in preschoolers’ narrative comprehension is scarce. The present study compared different forms of gesture and their associated communicative value. Preschool-aged children viewed a short videotaped narrative with either accompanying iconic, deictic, or beat gestures, or no gesture. Half of the gestures presented provided additional information beyond that presented in speech, while the other half depicted no additional information. Observing gesture was found to facilitate narrative comprehension, with iconic and deictic gesture providing the greatest benefit to recall. These differences between conditions were found only for gesture which presented additional information to that found in speech. The results suggest that iconic and deictic gestures may be used as an additional teaching tool for assisting children in understanding narratives.

5. Conclusions

The present study aimed to determine the most effective form of gesture to employ in teaching children through narrative. Both iconic and deictic gestures were found to facilitate children’s narrative comprehension. Further, it was found that children did encode information that is only communicated through gesture and this information aids their comprehension of the story content. The present study contributes to the growing body of gesture literature by extending research into the effects of gestures on narrative comprehension. The study suggests that iconic and deictic gesture should be used as an additional teaching tool in assisting children to understand narratives. When children listen to a narrative, they are also watching.