| Abstract: | A neo-Piagetian model is presented, and used as a framework for interpreting the developmental changes that take place in children's narrative compositions, between 4 and 10 years of age. An instructional program is then described, which is aimed at producing an increase in the developmental level of children's narratives. The program is shown to have an impact not just on the level of stories children generate, but on the extent of their story-recall as well, and on their level of understanding of a wide variety of social interactions. It is suggested: (a) that the reason for the broad transfer is that the program led to the development of a central conceptual structure; and (b) that the method that was used in designing the problem may serve as a model for designing similar programs in other content domains, where the development of such structures is considered a worthwhile objective. |
