Use of developmental principles to decipher the narrative of preschool children

The narratives of preschool children differ from the narratives of adults in several respects that are of clinical relevance. First, children's narratives reflect their immersion in the sensory dimensions of experience. Second, children use distinctive forms of language. Third, although the child's memory capacities are comparable with those of the adult, the child's proximity to the pivotal interpersonal events of early life leads to the forceful insinuation of these events into the narrative. Fourth, during the preschool years certain behaviors associated with defensive operations, previously used to achieve adaptive developmental goals, may now be used pathologically to disguise the presence of conflict. Fifth, during play situations, children rely heavily upon symbolic fantasies to enact key experiences. Sixth, the distinction between appearance and reality has not yet consolidated for young children. Seventh, although children are avid storytellers who generate "scripts" with elaborate characters and plots, their ability to engage in symbolic thought is still undergoing maturational change. The unique developmental features of childhood narrative warrant the use of specific strategies to effect diagnosis and treatment.