(University of Athens, Greece)

Abstract: Within the framework of original educational programs which took place during seventeen academic years, young students produce narrative texts, inspired by various literary works, regarding creative imitation, modifying or overturning the literary model. Throughout a great number of games and activities, young students, perform individual or team narrations, based on the teaching principles of fading scaffolding. The educator initially addresses the young children by asking general questions and later additional clarifying ones, in connection to the previous answers he is given as far as characters, locations and time action are concerned and so on. The answers of the infants are recorded by the educator via traditional or contemporary methods as a whole text. Then, we move on from the asking and answering procedure to the narration of the young students as long as the questions of the tutor decrease to a degree that children’s references become completer and more explicit. Young children repeat to each other spontaneously as a recreational activity the process of interactive asking/answering while focusing on literary works of their choice. Therefore, we conclude from the results namely the productive children speech that the young children throughout their own increasing participation in the programs come up automatically with the relative questions and with self- guidance, they narrate entire, original texts.