%0 Journal Article
%T Reading of Literature and Reflection by means of Aesthetical Activities
%A Stig Brostr£¿m
%J Nordisk Barnehageforskning
%D 2009
%I H?gskolen i Oslo
%X Based on the hypothesis that reading of fiction followed by aesthetic reflection might be a useful tool to- wards the development of children¡¯s literacy competence in the first years of school, this article constitutes a theo- retical basis for such an educational approach. The article is based on a cultural-historical understanding of the work of L.S. Vygotsky and is also inspired by Jerome Bruner¡¯s social constructivism. Children¡¯s literature, their drawings and play are seen as cultural tools which, when related to Vygotsky¡¯s work (1978a, 1981) allow for the mastery of psychological processes. However, referring to Stetsenko (1999) it is of importance to see the interrelation of three cornerstones in Vygotsky¡¯s theoretical universe: social interaction, cultural tools and zone of proximal development (Vygotsky, 1978a, 1978d). These cornerstones and new constructions are a basis for the introduction of an educational approach using literature, dialogue and aesthetic means and processes such as children¡¯s storytelling, drawing and play.
%U http://grundtvig.hio.no/index.php/nordiskbarnehageforskning/article/view/59