Exploring the role of verbal encouragement on narrative expression in Chinese preschool children: an experimental study with a 10-day Intervention

Thesis

This study examines the impact of verbal encouragement on narrative expression among Chinese preschool children, utilizing a 10-day intervention based on shared book reading. Narrative expression is crucial for children’s overall language development, as well as their social and emotional growth. However, research on the role of encouragement in enhancing narrative expression, particularly within the Chinese context, remains limited. The study was conducted in Guizhou, an economically underdeveloped region of China, and involved 47 typically developing preschool children aged 5 to 6 years. Participants were randomly assigned to either an experimental group, which received verbal encouragement during shared reading sessions, or a control group that followed a standard reading routine. The Multilingual Assessment Instrument for Narratives (MAIN) was employed to evaluate the children’s narrative expression, focusing on both macrostructural elements (e.g., setting, goal, attempt, outcome) and microstructural elements (e.g., lexical diversity, syntactic complexity).

Results indicated that while shared book reading significantly improved the overall narrative expression of Chinese preschool children, there were no statistically significant differences in the narrative scores between the experimental and control groups. This suggests that verbal encouragement alone may not lead to a measurable improvement in narrative expression over a short intervention period. Additionally, children in Guizhou generally exhibited lower scores in narrative expression compared to peers from more developed regions in China, highlighting potential disparities in early language development.

These findings contribute to the broader understanding of how shared book reading can enhance narrative skills in preschool children and suggest that while verbal encouragement has potential benefits, its impact may require more sustained or context-specific interventions. The study also underscores the need for further research to explore the long-term effects of encouragement and to address the educational inequalities in underdeveloped regions.

Authors: Ju, L

• DOI: 10.5287/ora-qr7ym7ry1
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: CDE; CDE2024; narrative test; quantitative; narrative expression; intervention; preschool intervention; encouragement
• Subjects: Encouragement; Education; Quantitative research; Education (Preschool)