A Paradigm Shift in Early Childhood Education Based on Bruner’s Narrative Theory
Bibliographic record
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.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.011 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.001 |
| Science and technology studies | 0.004 | 0.043 |
| Scholarly communication | 0.007 | 0.012 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.004 | 0.008 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".