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Preschool Children's Discourse Competence in Different Genres and How It Relates to Iconic Gestures

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Title: Preschool Children's Discourse Competence in Different Genres and How It Relates to Iconic Gestures
Language: English
Authors: Friederike Kern (ORCID 0000-0002-0591-2397), Ulrich Boden, Anne Nemeth, Sofia Koutalidis (ORCID 0000-0003-1026-6657), Olga Abramov, Stefan Kopp, Katharina J. Rohlfing
Source: Journal of Child Language. 2024 51(3):656-680.
Availability: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Peer Reviewed: Y
Page Count: 25
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Preschool Children, Child Language, Discourse Analysis, Competence, Nonverbal Communication, Interpersonal Communication
DOI: 10.1017/S030500092300065X
ISSN: 0305-0009
1469-7602
Abstract: Based on the linguistic analysis of game explanations and retellings, the paper's goal is to investigate the relation of preschool children's situated discourse competence and iconic gestures in different communicative genres, focussing on reinforcing and supplementary speech-gesture-combinations. To this end, a method was developed to evaluate discourse competence as a context-sensitive and interactively embedded phenomenon. The so-called GLOBE-model was adapted to assess discourse competence in relation to interactive scaffolding. The findings show clear links between the children's competence and their parents' scaffolding. We suggest this to be evidence of a fine-tuned interactive support system. The results also indicate strong relations between higher discourse competence and increased frequency of iconic gestures. This applies in particular to reinforcing gestures. The results are interpreted as a confirmation that the speech-gesture system undergoes systematic changes during early childhood, and that gesturing becomes more iconic -- and thus more communicative -- when discourse competence is growing.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1485714
Database: ERIC
FullText Text:
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  Data: Preschool Children's Discourse Competence in Different Genres and How It Relates to Iconic Gestures
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Friederike+Kern%22">Friederike Kern</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0591-2397">0000-0002-0591-2397</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ulrich+Boden%22">Ulrich Boden</searchLink><br /><searchLink fieldCode="AR" term="%22Anne+Nemeth%22">Anne Nemeth</searchLink><br /><searchLink fieldCode="AR" term="%22Sofia+Koutalidis%22">Sofia Koutalidis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1026-6657">0000-0003-1026-6657</externalLink>)<br /><searchLink fieldCode="AR" term="%22Olga+Abramov%22">Olga Abramov</searchLink><br /><searchLink fieldCode="AR" term="%22Stefan+Kopp%22">Stefan Kopp</searchLink><br /><searchLink fieldCode="AR" term="%22Katharina+J%2E+Rohlfing%22">Katharina J. Rohlfing</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Child+Language%22"><i>Journal of Child Language</i></searchLink>. 2024 51(3):656-680.
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  Data: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
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  Data: 25
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Language%22">Child Language</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink>
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  Data: 10.1017/S030500092300065X
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  Data: 0305-0009<br />1469-7602
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  Label: Abstract
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  Data: Based on the linguistic analysis of game explanations and retellings, the paper's goal is to investigate the relation of preschool children's situated discourse competence and iconic gestures in different communicative genres, focussing on reinforcing and supplementary speech-gesture-combinations. To this end, a method was developed to evaluate discourse competence as a context-sensitive and interactively embedded phenomenon. The so-called GLOBE-model was adapted to assess discourse competence in relation to interactive scaffolding. The findings show clear links between the children's competence and their parents' scaffolding. We suggest this to be evidence of a fine-tuned interactive support system. The results also indicate strong relations between higher discourse competence and increased frequency of iconic gestures. This applies in particular to reinforcing gestures. The results are interpreted as a confirmation that the speech-gesture system undergoes systematic changes during early childhood, and that gesturing becomes more iconic -- and thus more communicative -- when discourse competence is growing.
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  Data: 2025
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        Value: 10.1017/S030500092300065X
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        Type: general
      – SubjectFull: Child Language
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      – SubjectFull: Discourse Analysis
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      – SubjectFull: Competence
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      – SubjectFull: Nonverbal Communication
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      – SubjectFull: Interpersonal Communication
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      – TitleFull: Preschool Children's Discourse Competence in Different Genres and How It Relates to Iconic Gestures
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