Abstract
This chapter summarizes experimental work carried out at two sites in Finland. In both sites, we study children’s learning process in narrative environments. A frame story combines imaginative events and students or permanent teachers participate in roles to joint play with children. Our special focus is children’s problem solving and narrative tasks. We proceed from general characteristics of learning tasks embedded in story line and connected with helping motive to concrete literacy learning goals and tasks. Joint tasks of all children create a specific motivational space, which might be juxtaposed with Vygotsky’s “general genetic law of development.”
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Hakkarainen, P., Vuorinen, ML. (2018). Narrative Learning of Literacy. In: Fleer, M., van Oers, B. (eds) International Handbook of Early Childhood Education. Springer International Handbooks of Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-024-0927-7_10
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DOI: https://doi.org/10.1007/978-94-024-0927-7_10
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