REFERENCES
- Abbott, H. P. (2002). The Cambridge introduction to narrative. Cambridge, England: Cambridge University Press.
- Ahn, J., & Filipenko, M. (2007). Narrative, imaginary play, art, and self: Intersecting worlds. Early Childhood Education Journal, 34(4), 279–287. doi:10.1007/s10643-006-0137-4
- Binder, M., & Kotsopoulos, S. (2011). Multimodal literacy narratives: Weaving the threads of young children’s identity through the arts. Journal of Research in Childhood Education, 25(4), 339–363. doi:10.1080/02568543.2011.606762
- Braid, D. (1996). Personal narrative and experiential meaning. The Journal of American Folklore, 109(431), 5–30. doi:10.2307/541716
- Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
- Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18(1), 1–21. doi:10.1086/448619
- Bruner, J. (2004). Life as narrative. Social Research, 71(3), 691–710
- Carter, D. (2018, forthcoming). The museum as playground: Approaching the museum with a playful attitude. Acta Academiae Artium Vilnensis, 15–32. Retrieved from http://leidykla.vda.ltleidiniai/acta-academiae-artium-vilnensis
- Casey, K. (1995). Chapter 5: The new narrative research in education. Review of Research in Education, 21(1), 211–253.
- Cherney, I. D., Seiwart, C. S., Dickey, T. M., & Flichtbeil, J. D. (2006). Children’s drawings: A mirror to their minds. Educational Psychology: An International Journal of Experimental Educational Psychology, 26(1), 127–142. doi:10.1080/01443410500344167
- Clandenin, D. J., & Connelly, F. M. (1995). Narrative and education. Teachers and Teaching: Theory and Practice, 1(1), 73–85. doi:10.1080/1354060950010106
- Ehrlèn, K. (2009). Drawings as representations of children’s conceptions. International Journal of Science Education, 31(1), 41–57. doi:10.1080/09500690701630455
- Falk, J. (2004). Director’s cut: Towards an improved understanding of learning in museums. Science Education, 88(Suppl. 1), S83–96. doi:10.1002/sce.20014
- Falk, J., & Dierking, L. D. (2000). Learning from museums: Visitor experiences and the making of meaning. Walnut Creek, CA: AltaMira Press.
- Frisch, N. S. (2006). Drawing in preschools: A didactic experience. JADE, 25(1), 74–85.
- Gadamer, H.-G. (1977). The universality of the hermeneutical problem [1966]. In D. E. Lange (Ed.), Philosophical hermeneutics (pp. 3–17). Berkeley and Los Angeles: University of California Press.
- Gadamer, H.-G. (2004). Truth and method. London, England: Sheed and Ward Stagbooks.
- Garvis, S. (2017). An introduction to narrative research. In S. Garvis & N. Pramling (Eds.), Narrative in early childhood education: Communication, sense making and lived experience (pp. 1–6). New York, NY: Routledge.
- Grondin, J. (2002). Gadamer’s basic understanding of understanding. In R. J. Dostal (Ed.), The Cambridge companion to Gadamer (pp. 36–51). Cambridge, England: Cambridge University Press.
- Hall, S. (1997). The work of representation. In S. Hall (Ed.), Representation: Cultural representations and signifying practices (pp. 13–74). Glasgow, Scotland: Bath Press Colourbooks.
- Magnusson, M., & Pramling, N. (2016). Sign making, coordination of perspectives, and conceptual development. European Early Childhood Education Research Journal, 24(6), 841–856. doi:10.1080/1350293X.2016.1239323
- Ødegaard, E. E., & Pramling, N. (2013). Collaborative narrative as linguistic artifact and cultural tool for meaning making and learning. Cultural-Historical Psychology, 2, 38–44.
- Pramling, N., & Ødegaard, E. E. (2011). Learning to narrate: Appropriating a cultural mould for sense-making and communication. In N. Pramling & I. P. Samuelsson (Eds.), Educational encounters: Nordic studies in early childhood didactics (pp. 15–35). New York, NY: Springer.
- Regan, P. (2012). Hans-Georg Gadamer’s philosophical hermeneutics: Concepts of reading, understanding and interpretation. Meta: Research in Hermeneutics, Phenomenology, and Practical Philosophy, 4(2), 286–303.
- Stokrocki, M. (1997). Qualitative forms of research methods. In S. D. La Pierre & E. Zimmerman (Eds.), Research methods and methodologies for art education (pp. 33–55). Reston, VA: National Art Education Association.
- Sunday, K. (2012). “I’m going to have to draw to find out”: Children’s drawing performances, knowing, and the formation of egocentric speech. International Art in Early Childhood Research Journal, 3(1), 18–35.
- Thompson, C. M. (1999). Action, autobiography and aesthetics in young children’s self-initiated drawings. NSEAD, 18(2), 155–161.
- Thompson, C. M. (2003). Kinderculture in the arts classroom: Early childhood art and the mediation of culture. Studies in Art Education, 44(2), 135–146.
- Thompson, C. M. (2009). Mira! Looking, listening, and lingering in research with children. Visual Arts Research, 35(1), 24–34.
- Wiercinski, A. (2009). Hans-Georg Gadamer and the truth of the hermeneutic experience. Analectica Hermeneutica, 1, 3–12.
- Wiklund, L., Lindholm, L., & Lindström, U. Å. (2002). Hermeneutics and narration: A way to deal with qualitative data. Narrative Inquiry, 9(2), 114–125.
- Wilson, B. (2007). A story of visual cultural and pedagogical webs. In L. Bresler (Ed.), International handbook of research in arts education (pp. 917–921). Dordrecht, the Netherlands: Springer.
- Wilson, B. (2016). What happened and what happened next: Kids’ narratives across cultures. In N. Cohen (Ed.), The visual narrative reader (pp. 185–225). London, England, and New York, NY: Bloomsbury Academic.
- Wilson, B., & Thompson, C. M. (2007). Pedagogy and the visual culture of children and youth. Visual Arts Research, 33, 1–5.
- Wright, S. (2007). Graphic-narrative play: Young children’s authoring through drawing and telling. International Journal of Education and the Arts, 8(8), 2–28.