Development of oral narrative and level of mother's education

Purpose : to assess the oral narrative in children depending on the level of maternal education.Methods : the study was conducted at the Municipal Public School Magalhães Bastos, in the Meadow neighborhood in Recife, with 20 children in 1st grade I, aged between 7 and 8 years. For the evaluation we used a text and an mp3 recording of children for telling the story.Results : we observed that most children were in category II of the narrative scheme, most problems were cohesive in their narrative coherence and in relation to all the children were at level IV of consistency. When data from narrative scheme, cohesion and coherence were crossed with the data on the level of maternal education was observed that there was no significant relationship between them. It was also seen that very few mothers have the habit of reading in the home environment and most of them did not even graduate from elementary school I. We also observed that the more education the mothers, the better the habit of reading them.Conclusion : the maternal education had no significant effect on the oral narratives of children; this is due to several factors that need to be investigated further. However, the variability of oral narrative development of children observed in this study, whereas age and education were constant, suggesting the influence of other linguistic and social variables in this acquisition.

研究目的：评估儿童口头叙事能力与母亲受教育水平的关联。
研究方法：本研究于巴西累西腓市梅多社区的马加良斯·巴什市立公立学校（Municipal Public School Magalhães Bastos）开展，招募20名7至8岁的一年级（1st grade I）学生参与。评估采用故事讲述文本与儿童故事讲述内容的MP3录音作为测评工具。
研究结果：结果显示，多数儿童的叙事框架处于II类水平；其叙事在连贯性与衔接性层面整体表现良好，全体受试儿童的一致性水平均达到IV级。将叙事框架、衔接性与连贯性数据与母亲受教育水平数据进行交叉分析后发现，二者间不存在显著相关性。此外观察到，仅有极少数母亲具备在家阅读的习惯，多数母亲甚至未完成小学一年级教育；同时可见，母亲受教育程度越高，其家庭阅读习惯越好。
研究结论：母亲受教育水平未对儿童口头叙事能力产生显著影响，这一结果或受多种有待进一步探究的因素影响。但本研究在控制年龄与受教育程度变量的前提下，仍观察到儿童口头叙事发展存在显著个体差异，提示其他语言与社会变量对该能力的习得存在影响。