Early Childhood Education: Narratives in Early Literacy Education

• In Event: International Early Childhood Issues

Abstract

The term ‘early literacy’ refers to the development of literacy in the years from birth to the age of eight. Blum-Kulka and Snow (2002) describe narratives as a cognitive demanding discourse because language is detached from any concrete objects and situations and only words represent what a child wants to communicate. Several studies have documented that narrative competence is crucial to children’s reading competence. The aim of this study is to learn about different ways of narrative support for children’s narrating. We have studied narrative practice in Norway and Sweden, using both observations in everyday practice and we have interviewed teachers. The two countries differ in the way they conceive of and work with children’s narratives.

Authors

• Liv Gjems, Buskerud and Vestfold University College

• Sigrun Sletner, Vestfold University College