Story completion play narrative methods for preschool children.

Shira Yuval-Adler, David Oppenheim

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


Most research involving the socio-emotional development of young children and their adjustment relies on adult reports or observations, and much less research relies on children's perspectives they understand and organize their experience. The story completion play narrative methods described in this chapter address this gap. In these methods the interviewer begins a story using dolls and props and invites the child lo complete the story in action and words. The stories touch on a range of emotional issues embedded in family relationships, and are presented in a dramatic fashion designed to draw the child into a particular emotional issue, problem, or conflict. These methods provide the researcher with a standardized approach to elicit children's play narratives and learn about children's 'internal world.' Researchers interested in the socio-emotional development of young, preschool age children in both low and high risk ecologies are likely to find the methods described in this chapter as important additions to their research methods tool box. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Original languageEnglish
Title of host publicationHandbook of research methods in early childhood education
Subtitle of host publicationReview of research methodologies, Vol. I.
EditorsOlivia N. Saracho
Place of PublicationCharlotte, NC
PublisherIAP Information Age Publishing
Number of pages59
ISBN (Electronic)9781623966102, 9781623966119, 9781623966126
StatePublished - 1 Jan 2015

Publication series

NameContemporary perspectives in early childhood education


  • Family Relations
  • Methodology
  • Psychosocial Development
  • Role Taking
  • Qualitative Methods
  • Emotional Development
  • Narratives


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