1. Explain the following scenario by referring to Bruner’s modes of representation:

Scenario A: The kindergarten children have become very interested in an apartment complex that is being constructed near their school. Their teacher decides to make this part of a larger project, linking together various strands of the curriculum. She stocks the classroom with a variety of books on construction, blueprints, construction materials (blocks, boxes, cardboard tubes, wire, tape, etc.), and drafting and writing materials (different kinds of paper, pencils, pens, etc.). She decides to begin making a large scale KWL chart with the children (what they know, what they want to know or wonder about, and what they learned). She sits down with them to complete the first two sections, asking them what they know about building and what they want to know or what questions they have. During this discussion, she records some of their words on chart paper and children come up to draw pictures to illustrate their ideas. She then posts it in the class at a level where they can view the chart. The children make an initial visit to the construction site with clipboards and pencils and record their observations; drawing plans and pictures of the site in its early stages. They begin wondering about planning and making plans for buildings. Back in the classroom, they pull out blueprints and examine them carefully.
One of the parents, who is an architect, comes in to answer their questions and explain the plans. Using the blueprints to guide them, the children begin drawing their own blueprints based on what they observed and the notes they took. Several more visits to the site help them refine their drawings. They find some parts difficult to illustrate and start pulling out wooden blocks to construct what they are seeing. As they begin constructing with blocks and boxes, they identify things they would want to incorporate into an apartment building and finding ways to create these in the classroom. Some revisions are also made to the existing blueprints. As this building goes on, the class continues to visit the construction site to examine the construction and ask the workers questions. They invite in a few other guest experts as they reach various stages in their own building projects. The project culminates with an open house where the children invite family, community members and the construction crew to view their finished apartment building models and blueprints.

2. As Bruner described, narrative is an important means by which young children can make sense of the world. In conversation #2 (page ---), for example, Emma and Luka discuss making a tea as a family ritual. Reflect on some of the rituals and celebrations that were important in your own family growing up. Then, write a story about one celebration or ritual you remember from your childhood. Try to write it from a child’s perspective. Re-read your story and analyze what it says about beliefs, values, customs, and roles within your family.
 
3. Classroom routines and schedules for the day are a means of teaching children how to make order or sense of their day. Think of a classroom you have visited. Reflect on the structure of the classroom: sequences of events, goals, and scripts for various activities. What story might a child in that classroom tell?