Pinto, G., Tarchi, C., & Bigozzi, L. (2018) shares their fifty-six primary school students on their study practices to enhance children’s interaction quality. They use macro-level and micro-level analysis to the students’ quality interaction.
The macro-level is the narrative structure and coherence, whereas micro-level focus on the narrative cohesion. Since young, the children are continuously exposed to the narrative through their daily family routine, indoor and outdoor plays, and school.
Thus, it is imperative to improve their narrative competence through individual performance and two peers’ joint-interactive collaboration.
McCabe categorizes narratives into fictional, autobiographical, make-believe and personal genres. Macro- and micro-level elements are part of the conventional structure of narrative production to give the audience a wholesome plot with a great sense of the characters.
The consistent and congruent story components consist of “an opening, characters, a setting, narrative development, problem resolution, and an ending”.
REFERENCES
Pinto, G., Tarchi, C., & Bigozzi, L. (2018). Is two better than one? Comparing children’s narrative competence in an individual versus joint storytelling task. Social Psychology of Education, 21, 91-109. https://link.springer.com/content/pdf/10.1007/s11218-017-9411-0.pdf
[…] the children to enjoy their learning and create a lasting memory. From there, it will go further on how the story make learning better. […]