1st Edition
Narrative Inquiry in Early Childhood and Elementary School Learning to Teach, Teaching Well
As top-down educational reform policies at local and national levels increasingly isolate teachers from their own professional and instructional agency, and stultify children’s passion for learning, new techniques are needed for understanding and transforming educational practices. Narrative Inquiry in Early Childhood and Elementary School: Learning to Teach, Teaching Well facilitates meaningful change in early years education by providing early childhood and elementary school teachers with methods to incorporate narrative into their instruction and inquiry. This book offers practical strategies for incorporating narrative tools and structures into the classroom, and encouraging effective conceptual, pedagogical, and personal avenues for engaged teaching and learning across languages and cultures. The book’s chapters promote a lively discussion of central tenets of narrative inquiry and illustrative examples of teachers at work with narrative and inquiry for improving their practice and children’s learning.
Foreword by Marianna Souto-Manning
Acknowledgements
Introduction
Chapter 1: Why Narrative Inquiry?
Chapter 2: Problems and Puzzles for Inquiry: What Story Are We Telling?
Chapter 3: Narrative-Based Tools and Strategies — Telling a Good Story
Chapter 4: Telling Someone Else’s Story: Narrative Inquiry for Understanding Individual Children
Chapter 5: Narrative Inquiry as a Support for Curricular Innovation
Chapter 6: Narrative Inquiry and Language and Literacy Teaching
Chapter 7: Pulling It All Together: Narrative Inquiry in Action
Chapter 8: Narrative Inquiry and Educational Change
Authors’ Biographies
References
Index
Biography
Stephanie Sisk-Hilton is Associate Professor of Elementary Education at San Francisco State University, USA.
Daniel R. Meier is Professor of Elementary Education at San Francisco State University, USA.
"This book’s linking of ‘points of inquiry’ with ‘points of practice’ that lead to ‘points of educational change’ gets at the most important aspect of stories—that the collection of and analysis of stories focuses on the relational aspects of all learning. The authors present possibilities of story through vignettes of children, teachers, and families, interviews, art projects, and digital media. They urge us to trust our stories and to trust our words as teachers, and they give us the confidence to trust children’s stories."
--Elizabeth P. Quintero is Professor, Coordinator of Early Childhood Studies, and Co-Chair of School of Education at California State University Channel Islands, USA
