1 Department of Curriculum Research, Danish School of Education, Aarhus University, Aarhus University2 Forskningsenheden Barndom, læring og didaktik (småbørnspædagogik), Danish School of Education, Aarhus University, Aarhus University3 Danish School of Education - General Education, Emdrup, Danish School of Education, Arts, Aarhus University4 Danish School of Education - General Education, Emdrup, Danish School of Education, Arts, Aarhus University
Based on the hypothesis that reading of fiction followed by aesthetic reflection might be a useful tool towards the development of children’s literacy competence in the first years of school, this article constitutes a theoretical approach based on a cultural-historical understanding of the work of L.S. Vygotsky. 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.
Early Childhood Programs As the Doorway To Social Cohesion: Application of Vygotsky’s Ideas From an East-west Perspective, 2010, p. 77-94