| Summary: | 碩士 === 臺北市立教育大學 === 幼兒教育學系碩士班 === 96 === Abstract
The research was based on emergent literacy perspective and focuses on young children's telling story in the kindergarten. The purposes of this study were to explore telling story process of children. It included story grammar, story plots, application of reference, and development of story of factors. Research methods were including observations, video recording, interviews, and the teacher’s daily records.
According to the above-mentioned research process, some conclusions were as follows:
（i）Story grammar became more and more integrated from briefly, and complexity increases, the story presents the multiple problem, and can be solved one by one, let it had lively more, and can be detailed description for role characteristics and scene of story.
（ii）The content is comparatively poor that the case begins to narrate on the structure of story plot, the chance that because listen to the story and tell stories increases, and then develop out structure of the more integrated story.
（iii）Application of reference of story was administered and it included 4 parts: a. the pronoun was used very early and frequently in the story, b. demonstrative reference just began to use after reaching the story latter half section, c. comparative reference had not been used in the case, and d. else reference .
（iv）The context factors that influence young children's telling story were included story grammar, episodic level, home-based reading, arrangement of time of the story, and increase and reading time, etc.
Based on the conclusions, indicated that there was an interactive relationship and influences of personal characteristics, scaffolding in teacher-student interaction, and home-based reading on development of telling story of children.
Finally, some recommendations were offered for parents, teachers, and further researchers.
Keywords: young children's telling story, story grammar
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