The challenges and possibilities of a narrative learning approach in the Finnish early childhood education system

Hakkarainen, Pentti

doi:10.1016/j.ijer.2008.12.008

Cited by 23 publications

(17 citation statements)

References 4 publications

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“…The social relations are usually role-played during early childhood, that is, there exist many possibilities of the relations between the child and his/her surroundings when they are playing. As has been illustrated by Hakkarainen (2008), play can be seen as an 'experimental laboratory' of higher mental functions because it creates 'joint pretending social relations' that means 'hypothetical possibilities between role characters'. Play has its role in extending and progressing a child's experiences in social relations where it is possible for them to meet more ideal forms and to have deeper interactions with them.…”

Section: Theoretical Framing Of This Studymentioning

confidence: 99%

“…Specifically, this paper draws upon Vygotsky's concepts of the dialectic between ideal and real forms and the imaginary acts in play, as well as his followers' (e.g. Lindqvist, 1995;Hakkarainen, 2008;Hakkarainen et al, 2013) interpretations of play especially connecting the narrative and dramatic feature of play.…”

Section: Theoretical Framing Of This Studymentioning

confidence: 99%

“…Without the ordinary rules for classroom play, Xin and her mother had more freedom to initiate, interpret and develop the play theme following the performance of a storyline. Hakkarainen (2008) claims that in narrative learning environments, activities are usually structured through informal way. During the co-acting of the story of Mushrooming Little Girl, the play themes always popped out due to the continuity of the play plot.…”

Section: Creating the Play Themes/proposalsmentioning

confidence: 99%

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The dialectic between ideal and real forms of ‘sharing’: a cultural-historical study of story acting through imaginary play at home

Hao

2016

Early Child Development and Care

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In a time when story-acting practices have gained increasing focus, little is known about the relations between family story acting and a child's interactions with the ideal models represented in stories. Drawing upon a cultural-historical perspective of play and development, this study is aimed at discovering how a child is able to interact with the conceptual models usually formed in stories such as 'sharing' during family dramatic play. The case study reported in this paper related to a three-year-old child and the parents from Mainland China. A total 25.15 hours of video observations and interviews was collected over 16 family visits during 2 research periods. Findings suggested that a shared imaginary situation created during the co-construction of a play-world between a child and his/her parents had its importance in fostering the child's active explorations of the ideal descriptions of certain conceptual rules. A new interpretation of the play-world can be made considering the pretend form made in a play-world, which acts as a bridge between a child's real state of conceptual understanding and the ideal form of the concept described in a story-world. ARTICLE HISTORY

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Section: Theoretical Framing Of This Studymentioning

confidence: 99%

Section: Theoretical Framing Of This Studymentioning

confidence: 99%

Section: Creating the Play Themes/proposalsmentioning

confidence: 99%

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The dialectic between ideal and real forms of ‘sharing’: a cultural-historical study of story acting through imaginary play at home

Hao

2016

Early Child Development and Care

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“…3. Išplėtota žaidybinė veikla kuria tinkamą aplinką kultūrinei ikimokyklinio amžiaus vaiko raidai (Vygotsky, 1994;Hakkarainen, 2008). Ypač skatina kūrybinės vaizduotės vystymąsi, simbolinį ir naratyvinį mąstymą.…”

Section: įVadasunclassified

Ikimokyklinio amžiaus vaiko raida: žaidimas ir savireguliacija

Hakkarainen¹,

Brėdikytė²,

Brandišauskienė³

et al. 2015

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Leidinys apsvarstytas Lietuvos edukologijos universiteto Ugdymo mokslų fakulteto tarybos posėdyje 2015 m. rugsėjo mėn. 29 d. (protokolo Nr. UM7-1) ir rekomenduotas spausdinti. Recenzavo: prof. habil. dr. Audronė Juodaitytė (Šiaulių universitetas) prof. dr. Elena Smirnova (Maskvos valstybinis psichologinis ir pedagoginis universitetas, Rusija) prof. habil. dr. Ewa Filipiak (Bydgoščės Kazimiero Didžiojo universitetas, Lenkija) ISBN 978-609-454-186-5 spausdintas) ISBN 978-609-454-398-2 (internetinis)

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“…This process evidently contained elaborations of the players' narrative that guided their play. The development of the players' narratives in thematic role play is a fundamental dimension in the microgenetic evolution of a play activity (see Hakkarainen 2008 ;Hakkarainen and Bredikyte 2010 ).…”

Section: Microgenetic Developments In Playingmentioning

confidence: 99%

An Activity Theory View on the Development of Playing

Oers

2013

International Perspectives on Early Childhood Education and Development

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The relevance of play for individual and cultural development is widely acknowledged. In his famous study on the development of human culture, Huizinga (1938Huizinga ( / 1951 focused especially on the role of play and argued that culture emerges within playfully established human activities. He defi nes play as "voluntary activity accomplished within specifi c temporal and spatial boundaries, according to voluntarily accepted but stringent rules and characterized by an intrinsic goal, accompanied by feelings of suspense and pleasure, and by an awareness of being different from ordinary life" (Huizinga 1951 , p. 47). Although Huizinga's cultural-historical analysis of the evolution of culture is widely read and discussed, his main point is not yet completely understood, let alone implemented in psychological theories on play or in practical play-based approaches.Huizinga was very keen on the correct interpretation of his intentions with this study. In the foreword to the Dutch edition (1938/ 1951 , p. i ), he recounts his discussions with his publishers in the United Kingdom and Germany who both had changed self-opinionatedly the subtitle of his study "The play element of culture" into "The play element in culture" (Das Spielelement in der Kultur). He rejected this "correction" with the argument that he had not been interested in his study in the position of play among different cultural phenomena. Rather, he had wanted to study the play character of culture itself and discover how culture as play produces new culture. He stressed once again that in his view cultures emerge as play and develop in these playfully accomplished practices.On the basis of his cultural-historical analyses of different cultural practices since the ancient Greek culture (e.g.

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The challenges and possibilities of a narrative learning approach in the Finnish early childhood education system

Cited by 23 publications

References 4 publications

The dialectic between ideal and real forms of ‘sharing’: a cultural-historical study of story acting through imaginary play at home

The dialectic between ideal and real forms of ‘sharing’: a cultural-historical study of story acting through imaginary play at home

Ikimokyklinio amžiaus vaiko raida: žaidimas ir savireguliacija

An Activity Theory View on the Development of Playing

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