Narrative rationality and “first stories”: Pedagogical implications for children's television

Abstract

This essay explores the implications of the inter‐relationships that exist among the narrative paradigm, children's television, media deregulation, epistemology, and education. Particular attention is paid to the concept of narrative fidelity and the impact of television's “first stories” upon the evolution of that concept in children. Specific implications and recommendations for the preschool and early primary grades are addressed.