| Term | Definition |
|---|
| Preschoolers | Stories consist of mainly actions, with few initiations of causes or events and few motivations for character's actions. Consist mostly of activities in the present with little attention of previous actions. made up mostly of descriptions and labels of activities. Can describe perceptions (see, hear), physical states (tired, hungry), emotions, needs, thoughts, and judgements (naughty). |
| Age 3 | Children begin to sequence the story. Events may not follow each other in a logical order, but there is a subject around which there is action and a central idea. |
| Age 4 | Stories begin to develop a central theme based on a person, thing, or activity. This story will have some event to set off an action with a resulting consequence. Stories begin to contain explicit physical and mental states. |
| Age 5 | Children begin to develop cause-effect relationships in their stories. The stories still may not follow a logical flow of events (the end of the story may not be the resolution to the event). There is beginning of plot development. |
| Ages 5-7 | Stories have true narrative structure. There is a theme, character, and a plot following a logical sequence of events. At this stage, a resolution is developed at the end of the story. Grammar is increasing and becomes more complex. The stories become more elaborate with more complex structures and plot development. Stories describe motives for action. |
| Age 7 | Child uses beginning and ending markers (once upon a time, happily ever after), and evaluative markers (that was a good one). Stories increase in length and complexity because of syntax development: use of conjunctions (and then), locatives (here, on), dialogue, comparatives, adjectives, and casual statements. Characters remain constant throughout the narrative. Plot still not fully developed. Narratives usually involve a beginning, a problem, a plan to overcome the problem, and a resolution. |
| Age 8 | Sense of plot is increasingly clear. Definite character generated resolution of the central problem. Manipulates the text and audience to maintian attention. Fewer unresolved problems and unprepared resolutions. Less extraneous detail. More overt markings of changes in time and place. More introduction including setting and character information. Greater concern for motivation and internal reactions. |
Combine with other sets
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