S. Lyle, Narrative understanding: developing a theoretical context for understanding how children make meaning in classroom settings, J CURRIC ST, 32(1), 2000, pp. 45-63
Drawing on research in several disciplines, I examine recent developments i
n social and cultural approaches to understanding child development. I argu
e the case for considering narrative understanding as a key aspect of meani
ng-making. The implications of this case are discussed in the context of ed
ucational research and classroom practice.