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Dramatic Interpretations: Performative Responses of Young Children to Picturebook Read-Alouds

机译：戏剧性的解释：幼儿对图画书朗读的表演反应

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In this qualitative study, the author explores how young readers build literary understanding through performative responses in picturebook read-alouds. Performative responses allow children to create and express meaning in ways that go beyond talk and that engage their creativity and imagination. They include a variety of modalities, such as gesture, mime, vocal intonation, characterization, and dramatization. Certain children show a propensity for responding in individual or characteristic ways. By focusing on the performative responses of one second-grade reader, the author defines the characteristics of performative responses and how children build literary understanding through them. Performative responses helped this young, struggling reader to immerse herself in the story world, create the mood of the story, show an understanding of the unfolding narrative, deepen her understanding of characters, and involve her classmates in a rich, and sometimes raucous, exploration of stories through spontaneous dramatizations. The author argues that performative responses open up an imaginative world to children, allow children to contribute actively to the construction of meaning, give children agency in creating their own curriculum, and allow for a collaborative environment that builds on the strengths of the students in the group.
机译：在这项定性研究中，作者探讨了年轻读者如何通过图画书朗读中的表演性反应来建立文学理解。表现力反应使孩子们可以超越谈话的方式来创造和表达意义，并激发他们的创造力和想象力。它们包括各种方式，例如手势，哑剧，人声调，表征和戏剧化。某些孩子倾向于以个人或特征方式做出回应。通过关注一名二年级读者的表演回应，作者定义了表演回应的特征以及儿童如何通过它们建立文学理解。表现力的回应帮助这位年轻而苦苦挣扎的读者沉浸在故事世界中，营造了故事情调，表达了对不断发展的叙事的理解，加深了对人物的理解，并使同学们参与了丰富而有时是喧闹的探索自发戏剧化的故事。作者认为，表演性反应为孩子们打开了一个富有想象力的世界，使孩子们可以为意义的构建做出积极贡献，为孩子们创建自己的课程提供代理，并为基于孩子们优势的协作环境创造条件。组。

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