A Paradigm Shift in Early Childhood Education Based on Bruner’s Narrative Theory
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This article discusses a paradigm shift in early childhood education that is based on Jerome Bruner’s narrative theory. The theory and practice of childhood education are heavily influenced by traditional behavioralist and Piagetian ideas, which reflect a positivistic perspective on knowledge and learning. Existing problems with practices of early childhood education are mainly related to the promotion of abstract educational goals. Bruner’s narrative theory of learning may shed light on how best to reform early childhood education. The concept of narrative as a means of understanding is pivotal to the proper analysis of children’s education. The central ideas of narrative understanding (narrative knowing, cultural psychology, and folk pedagogy) need to be integrated into a re-theorization of children’s education. The value of children’s narrative and narrative competence as curriculum aims must be recognized. The child’s ability to use narrative must be fostered by conscious and informed effort, teaching an appropriate curriculum.
Abstract
This article discusses a paradigm shift in early childhood education that is based on Jerome Bruner’s narrative theory. The theory and practice of childhood education are heavily influenced by traditional behavioralist and Piagetian ideas, which reflect a positivistic perspective on knowledge and learning. Existing problems with practices of early childhood education are mainly related to the promotion of abstract educational goals. Bruner’s narrative theory of learning may shed light on how best to reform early childhood education. The concept of narrative as a means of understanding is pivotal to the proper analysis of children’s education. The central ideas of narrative understanding (narrative knowing, cultural psychology, and folk pedagogy) need to be integrated into a re-theorization of children’s education. The value of children’s narrative and narrative competence as curriculum aims must be recognized. The child’s ability to use narrative must be fostered by conscious and informed effort, teaching an appropriate curriculum.
참고문헌 (24)
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