(Special Issue) Bruner’s Theory of Children’s Narrative and Its Educational Implications
Author: Meixia Jiang (Department of Early Childhood Education, Jiangsu University of Technology), Yi-Ling Chang (Department of Education, National Taiwan Normal University), Yi-Ping Lo (Department of Education and Learning Technology, Chinese Culture University)
Vol.&No.：Vol. 71, No. 1
Date：March 2026
Pages：195-223
DOI：https://doi.org/10.6209/JORIES.202603_71(1).0007
Abstract：
Motivation and Purposes
In contemporary preschool and elementary education, learning has long been dominated by “paradigmatic thinking,” simplified to a process of logical reasoning. However, this phenomenon neglects narrative as a fundamental means of understanding the world, constructing the self, and internalizing social culture. This model also restricts children’s subjectivity, inquiry, and creativity. Bruner’s shift from cognitive psychology to cultural psychology was a response to this phenomenon. He viewed narrative thinking and paradigmatic thinking as two irreducible yet complementary mental models. He emphasized the central role of intention, context, and interaction in the cognitive process. This article aims to systematically organize Bruner’s theory of child narrative and explore its role in infant subjectivity, intersubjectivity, and cultural learning. It also analyzes the implications of child narrative theory for educational practice, particularly in the context of Chinese education, regarding how to respond to the need for narrative and contextualized curriculum.
Literature Review
This study engages with Jerome Bruner’s foundational contributions– Actual Minds, Possible Worlds (1986), Acts of Meaning (1990), The Culture of Education (1996), Making Stories (2002), and In Search of Pedagogy Volumes I and II (2006a, 2006b)– in conjunction with empirical research on infant subjectivity, joint attention, and gaze following. The literature review further integrates Applebee’s analyses of children’s narrative structures, Labov’s framework of narrative grammar, Tulving’s differentiation of semantic and episodic memory, and theoretical discussions on intersubjectivity. In the realm of educational practice, the paper examines the Reggio Emilia approach, exemplified by The Story of the Shadow, as a contrast to the procedural “teacher question–child response” model prevalent in Chinese classrooms, while also considering narrative practices among Atayal and Kinmen children. Collectively, these studies illuminate the centrality of cultural contexts and educators’ narrative sensitivity in shaping children’s narrative development. Nevertheless, despite the breadth of existing scholarship, a systematic synthesis focused explicitly on Bruner’s narrative theory remains underdeveloped. This paper seeks to fill this gap by offering an integrative analysis that situates Bruner’s theoretical insights within broader cross-cultural and educational discussions.
Methods
This study adopts a textual analysis approach, centering on a close reading of Bruner’s major works in dialogue with critical commentaries. Literature was systematically collected from 1975 to 2025 through Google Scholar, ERIC, EBSCOhost, CNKI, and Airiti Library, using the keywords Bruner, narrative, 布魯納, 敘事, and 敘說. Priority was given to studies pertinent to early childhood and primary education. The analysis follows a hermeneutic orientation, emphasizing interpretive circulation between Bruner’s texts and contemporary scholarly debates. Furthermore, a comparative dimension examines the theoretical intersections and divergences between Bruner, Piaget, and Vygotsky, highlighting their implications for cognition, cultural learning, and intersubjectivity. Through this combined strategy of textual interpretation and theoretical comparison, the study aims to illuminate the cultural-psychological foundations of Bruner’s narrative theory and its significance for educational practice.
Results
This study yields five key findings:
1. Narrative and paradigmatic thinking constitute two irreducible yet complementary cognitive modes: the former is oriented toward intention, context, and plausibility, while the latter privileges causality, abstraction, and falsifiability.
2. Infants exhibit early forms of subjectivity and means– end regulation; through joint attention and gaze following, they achieve “mental alignment,” which provides a developmental basis for narrative thought.
3. Encounters with “non-normative events” significantly enhance children’s narrative reasoning and intentional explanations, leading them to construct reparative stories that reintegrate exceptional experiences into shared social frameworks.
4. Scaffolding in the zone of proximal development is facilitated by more knowledgeable others across three dimensions– language (restatement and elaboration), context (props, temporal sequencing, role play), and norms (social expectations)– thereby strengthening narrative organization and socio-cognitive understanding.
5. In Chinese educational settings, highly procedural or time-compressed instruction tends to reduce narratives to abbreviated retellings with minimal plot complexity. Conversely, open-ended questioning and peer interaction promote integrative narrative structures, richer emotional expression, and perspective-taking, underscoring the centrality of cultural context and teachers’ narrative sensitivity in narrative development.
Discussion and Recommendations
The findings of this study underscore the epistemological importance of narrative theory in early childhood education while challenging the dominance of logico-scientific reasoning. Narrative and paradigmatic thought are irreducible yet complementary; when narrative is reduced to a secondary linguistic skill, children’s opportunities to construct meaning, negotiate sociocultural norms, and develop subjectivity are diminished. Non-normative events, which stimulate children’s narrative reasoning and intentional explanations, illustrate dimensions of learning that paradigmatic reasoning alone cannot address, particularly the capacity to deal with uncertainty and exceptionality. Evidence from Chinese classrooms shows that procedural or time-compressed narrative tasks limit children’s narrative competence, while open-ended, dialogic approaches better support meaning-making. In comparison with Piaget’s structuralism and Vygotsky’s cultural mediation, Bruner’s framework uniquely integrates cognitive development with cultural-symbolic meaning, offering a more comprehensive account of human learning.
Based on these insights, three recommendations emerge. First, narrative should be integrated into curriculum design as a core mode of knowledge construction rather than an ancillary activity, enabling connections between abstract knowledge and lived experience. Second, teachers must cultivate narrative sensitivity and intersubjective awareness to create dialogic learning spaces where children collaboratively construct meaning. Third, narrative activities should emphasize creativity and generativity rather than rote reproduction, fostering adaptability and innovation in dynamic cultural contexts.
Future research must extend narrative theory in educational practice. Developing culturally sensitive frameworks for assessing narrative competence is crucial to reflect diverse developmental pathways beyond Western benchmarks. Longitudinal studies should trace the sustained impact of narrative interventions on language, emotion, and social development, while clarifying their causal mechanisms. Moreover, as digital and global learning environments transform storytelling, narrative theory should be applied to digital narratives, cross-cultural collaboration, and interactive platforms, enriching both pedagogical innovation and learners’ capacity to construct meaning and negotiate identity.
Conclusion
In sum, this study demonstrates that Bruner’s narrative theory provides a critical framework for rethinking early childhood education by bridging individual cognition and cultural-symbolic meaning-making. Narrative is not merely an auxiliary linguistic activity but a fundamental mode through which children construct subjectivity, negotiate intersubjectivity, and engage with sociocultural norms. By integrating narrative into curriculum design, cultivating teachers’ narrative sensitivity, and fostering creative storytelling practices, education can move beyond procedural instruction toward a more holistic vision of human development. Future research extending narrative theory across cultural contexts and digital learning environments will further enrich its relevance and application.
Keywords：J. S. Bruner, intersubjectivity, cultural psychology, children’s narrative, narrative thinking