Abstract
The study reported in this chapter is an empirical investigation of the appropriation of narrative skills in young children (1–4 years). The important distinction between a narrative and a paradigmatic mode of sense making is clarified and discussed. Then two different narrative practices are analysed. In the first, two teachers and a group of children collaborate in planning a story. In the second, a child’s spontaneous telling of what he has experienced is elaborated primarily through the participation of the teachers. How the teachers scaffold the children’s story-telling and how the children respond to this support are scrutinised. The importance and implications of learning to narrate is emphasised and discussed.
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Pramling, N., Ødegaard, E.E. (2011). Learning to Narrate: Appropriating a Cultural Mould for Sense-Making and Communication. In: Pramling, N., Pramling Samuelsson, I. (eds) Educational Encounters: Nordic Studies in Early Childhood Didactics. International perspectives on early childhood education and development, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1617-9_2
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