ABSTRACT
In an earlier paper, Olson and Bruner (1996; Bruner, 1996) set out four folk or intuitive pedagogies that they found exemplified in the social interactions between the naïve and their caregivers, between child and parent or child and teacher for example, that could be taken as having a pedagogical intention. The first three pedagogies were distinguished in terms of their differing conceptions of competence and the pedagogical moves aimed at altering or enhancing that competence:
1. If competence is regarded as skill, for example, an appropriate pedagogy might call for demonstrations and practice.
