Previous issue (2020. Vol. 16, no. 2)
Included in Web of Science СС (ESCI)
Collaborative narrative as linguistic artifact and cultural tool for meaning
making and learning 1632
PhD, Professor, Bergen University College, University of Tromsø
PhD, Professor, Communication and Learning, Department of Education, University of Gothenburg
In this study, we present a socio-culturally informed conception of narrative as a cultural tool and more specifically as a linguistic artefact. From a larger set of empirical data from a preschool setting with children 1-5 years old, two examples have been chosen for further investigation on how this tool is put to use and negotiated between children and their preschool teacher. Collaborative narrative is a powerful cultural artefact since
such practice brings up themes and subjects for elaborate talk and thereby supports children in participating in using language in particular speech genres. Furthermore, it is argued that studying narrative as a collaborative making and use of a cultural artefact can give new insights into children's and teachers' perspectives, respectively, and how these may or may not be coordinated. What is worth talking about from children's versus teachers' points of view, how meaning-making is negotiated and how this artefact brings about modes of speaking are intertextually linked to linguistic resources made available in the participants' culture. Such references and modes of speaking are dialogically distributed among participants. Some of the implications of this theoretical account for early childhood education are discussed.
- Aukrust V.G. (2006). Tidlig sprakstimulering og livslang lхring:
en kunnskapsoversikt. Oslo: Departementet.
- Bakhtin M. M. (1986). The Problem of Speech Genres (V.W. McGee,
Trans.). In C.H. Emerson, Michael (Ed.), Speech Genres and Other late Essays
(2002 ed.). Austin: University of Texas Press.
- Bruner J.S. (1986). Actual minds, possible worlds. Cambridge, MA:
Harvard University Press.
- Bruner J.S. (1990). Acts of Meaning. Cambridge, MA: Harvard
- Bruner J. (1983). Child's talk : learning to use language. Oxford:
Oxford University Press.
- Daniels H. (2005). Vygotsky and educational psychology: Some
preliminary remarks. Educational & Child Psychology, 22(1), 6—17.
- Daniels H., Cole M., & Wertsch J.V. (Eds.). (2007). The
Cambridge companion to Vygotsky. New York: Cambridge University Press.
- Dore J. (1989). Monologue as Reenvoicement of Dialogue. In K.
Nelson (Ed.), Narratives from the Crib (1. ed. ed.). Cambridge Massachusetts,
London: Harvard University Press.
- Hedegaard M. (2012). Motives in Children's Development:
Cultural-Historical Approaches. New York: Cambridge University Press.
- Linell P. (2009). With respect to Bakhtin: Some trends in
contemporary dialogical theories. Paper presented at the Second International
Interdisciplinary Conference on Perspectives and Limits of Dialogism in Mikhail
Bakhtin, Stockholm, Sweden.
- Luria A.R. (1976). Cognitive development: Its cultural and social
foundations (M. LopezMorillas & L. Solotaroff, Trans.). Cambridge, MA:
Harvard University Press.
- McCabe A. &Peterson C. (1991). Getting the story: A
longitudinell study of parental styles in elicitating narratives and developing
narrative skill. In A. McCabe & C. Peterson (Eds.) Developing Narrative
Structure (pp. 217— 253). Hillsdale, Nj:Erlbaum.
- Nelson K. (1996). Language in cognitive development: The emergence
of the mediated mind. New York: Cambridge University Press.
- Ochs E., & Capps L. (2001). Living narrative: Creating lives
in everyday storytelling. Cambridge, MA: Harvard University Press.
- Pramling N. & Odegaard Elin Eriksen (2011). Learning to
narrate: Appropriating a cultural mould for sense-making and communication, In:
N. Pramling & I. Pramling Samuelsson (Eds.): Educational Encounters: Nordic
studies in Early Childhood Didactics. Series: International Perspectives on
Early Childhood Education and Development (pp. 15— 37). Dordrecht, the
- Rogoff B. (1995). Observing sociocultural activity on three
planes: Participatory appropriation, guided participation, and apprenticeship.
In J.V. Wertsch, P. del Rio, & A. Alvarez (Eds.), Sociocultural studies of
mind (pp. 139—164). Cambridge, UK: Cambridge University Press. Reprinted (2008)
in K. Hall & P. Murphy (Eds.), Pedagogy and practice: Culture and
identities. London: Sage.
- Vygotsky L.S. (1978). Mind in society: The development of higher
psychological processes (M. Cole, V. JohnSteiner, S. Scribner & E.
Souberman, Eds.). Cambridge, MA: Harvard University Press.
- Vygotsky L.S. (1987). The collected works of L.S. Vygotsky, Volume
1: Problems of general psychology, including the volume Thinking and Speech
(R.W. Rieber & A.S. Carton, Eds., N. Minick, Trans.). New York:
- Wertsch J.V. (2000). Narratives as cultural tools in sociocultural
analysis: Offician history in Soviet and PostSoviet Russia. Ethos: History and
Subjectivity, 28 (4), 511—533.
- Odegaard E.E. (2007). Meningsskaping i barnehagen : innhold og
bruk av barns og voksnes samtalefortellinger [Narrative meaning-making in
preschool]. Goteborg: Goteborgs universitet.
- Odegaard Elin Eriksen (2012). Piracy in Policy: Children
influencing early childhood curriculum in Norway. In: Theodora Papatheodorou
(ed). Debates on Early Childhood Policies and Practices — Global snapshots of
pedagogical thinking and encounters. London: Routledge. ISBN9780415691017.