ABSTRACT
This chapter illuminates how practitioners’ use of narratives from their everyday practice in preschool facilitate professional reflection on values education. Narratives are situated in context and deeply rooted in cultural meanings and understandings for values education. Thus, they serve as a bottom-up tool to be used in various ECEC settings and cultural contexts. Data consist of 86 narratives, based on events of importance experienced and written about by practitioners from seven Norwegian ECEC settings. The analyses revealed how the narratives allowed for different levels of meta-reflection, for various values and value conflicts to be visualised, and for new horizons for practitioners.
