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Developmental Narratives of the Experiencing Child
Author(s) -
Nelson Katherine
Publication year - 2010
Publication title -
child development perspectives
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3
H-Index - 71
eISSN - 1750-8606
pISSN - 1750-8592
DOI - 10.1111/j.1750-8606.2009.00116.x
Subject(s) - experiential learning , psychology , narrative , embeddedness , consciousness , meaning (existential) , developmental psychology , social psychology , sociology , social science , pedagogy , linguistics , philosophy , neuroscience , psychotherapist
— A narrative view of child development presents an experiential child who explores the social, cultural, and physical world in search of meaning in collaboration with social guides and companions. Experience is seen as conditioned from 6 directions: inheritance, embodiment, ecological situatedness, social embeddedness, cultural and symbolic conditions, and past experience. The experiential view thus shifts the focus of social‐cultural approaches from “external” influences on development to the complexity and individuality of interactive everyday experience that constitute the ongoing process of development. Among other consequences, a dramatic expansion of shared meaningful experience and expanded scope of consciousness emerges from experiences involving linguistic discourse during the preschool period, thereby significantly advancing the child’s social, emotional, and cognitive development.