Berättelser som redskap för att föra och följa resonemang

Abstract

The aim of this study is to identify different ways of reasoning when preschool children create stories based on a given theme and with both a traditional and an unfamiliar framework for stories. 17 children participated in the study and the analysis shows three different ways to create stories: 1) stories with a fairy tale structure; 2) expressionist and fragmented accounts; 3) stories focusing on weather and seasonal changes. The cultural tools that children are offered (structure of a story) are used by some children to create traditional stories, but not as a tool for creating new forms of stories. The results show that children's knowledge of the content within the stories and their conceptual understanding seem to play an important role for the ways in which the structure of stories are used as tools for reasoning.

Blocks as Symbolic Tools for Children’s Playful Collaboration

“…The physical blocks helped the children to coordinate their verbalisations as the child who hold a specific block also was in charge of the next coming part of the story that they jointly created. Veraksa and Veraksa [35] and Björklund et al [36] state that symbolic tools grounded in, for example, fantasy and metaphors, support children's intellectual development. These are all crucial inputs to the further development of TOK, including the need to develop a guideline for the pedagogical use of the Digital Manipulative (DM).…”

The potential of using a combination of storytelling and drama, when teaching young children science

“…Stories are readily linked to reading and conversations, which creates the possibility of visualizing content, structure and narrative as communicative tools. The kinds of stories being read to preschool children vary from realistic ones to classic tales about trolls and treasures (Björklund, Nilsen and Pramling Samuelsson 2016).…”