Fifteenth International Conference on Interdisciplinary Social Sciences

Abstract

Early narrative skills predict later academic success (e.g., Fivush, Haden, & Reese, 2006). Different cultures practice different narrative styles when supporting children language development (e.g. Schieffelin & Eisenberg 1984). European-American parents often engage children in an elaborative style, which consists of adults asking numerous questions and structuring the narrative. The elaborative style has been accepted as the gold standard in adult-child interactions (Fivush et al., 2006). However, Latino families often engage in a participatory conversation style, which focuses on social component of the narrative and consists of adults and children sharing the role of narrator without the adult structuring the conversation (Melzi, Schick, & Kennedy, 2011). The participatory style has shown to be effective at promoting narrative skills in Latino children. Yet, little is known about the effect of participatory styles in non-Latino children. This study attempted to narrow this gap by examining the following questions: Are participatory styles of conversations effective in supporting complex narrative skills in all children? Do Latino children benefit more from participatory styles? The sample consisted of 40 multilingual children ages 3-9 (Mean age =6.7), 20 from Latino families and 20 from non-Latino families. The results of regression analysis testing for interactions effects have shown that participatory styles of scaffolding conversations were effective for both Latino and non-Latino children. Yet, the interactions effects have shown that participatory styles were significantly more effective for Latino children. The findings have implication for educational practices.