The studies of narrations of Frog, where are you? (Mayer 1969) in Berman and Slobin (1994) focused both on age-dependent but language-independent differences and on differences in style due to typological variation. Irrespective of language, children were found to go through the same development in plot narration. To the extent that the youngest children of three years old did not talk about other things or engage the experimenter in conversation, they tended to name items in the pictures or describe events in each picture independently of the other pictures; they did not tell a coherent story. Some five-year-olds, but not all, told stories with a global structure. These children made the individual parts of the story hang together: the boy discovers that the frog has disappeared, he looks for it, and he finds a frog or a substitute for the missing frog. Almost all nine-year-olds recounted both that the boy discovered that the frog was missing and that he looked for it, but only about two-thirds connected the frogs at the end with the frog in the beginning of the story.
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Engberg-Pedersen et al. (2004) studied this question.