Pedagogika przedszkolna i wczesnoszkolna wobec heterogeniczności nauk pedagogicznych

The relevance of narratives for the understanding of the child’s concept of learning how to learn and the development of child competence in learning is becoming widely acknowledged in literature but not in Polish early education. In this article, I distinguish three types of narratives of childhood: narratives about children, narratives of children, narratives for children. I offer some theoretical and practical advice for researchers and educators on how to use narrative inquiry with children as a method of research (narratives about children) and narrative as a method of learning how to learn (narratives of children). I show that children’s narratives create opportunities for the development of how to learn and for practising the meaning making mechanisms that are so essential for their participation in their learning communities. Children make narratives, often with the help of others, in order to express their life experiences or to retell stories that have been read to them.