Children’s Initiations in Communication with Preschool Teachers

Abstract

Abstract:Introduction: This paper deals with an important aspect of preschool teachers' everyday professional life -interacting with children during educational activities in kindergarten environment. The research of real situations in kindergarten, still rare in Czech pedagogical discourse, indicates the limitedness of preschool teachers' communication following already fixed communication structures and patterns. There is not much evidence that teacher-child communication in kindergarten is initiated by children with any frequency. The aim of our research study is to describe preschool children's initiations in communication with preservice preschool teachers and identify teachers' strategies in mutual communication. Methods:The research is based on qualitative analysis of data obtained through participated unstructured observation (37 video recordings of micro educational situations with the duration of 3 to 15 minutes were collected) and written reflection of pre-service preschool teachers (55 participants). Each part of the observation took place in a different class of a standard kindergarten. In one case, it was a homogeneous class of children aged 5-6 years, and in the second, a heterogeneous class with children aged between 3 and 5 years. Our data material in the form of written reflections and transcribed video recordings was then processed through the qualitative content analysis. Results: Research results show children breaking the communication structure managed by the teacher, and the teacher's strategies in these situations. We identified five main circumstances of preschool children's initiations as communicating their own experiences or associations related to the topic presented by the teacher. Discussion: Our findings show a certain range of responses of future teachers to children's initiation in interaction during educational activities. Besides evidence of releasing communication in terms of teacher management, less suitable kinds of responses to children's initiation appear. The teacher is not able to give up control over the ongoing communication.Limitations: Selected research sample consists of pre-service teachers, who represent only a partial sample of potential interactions in the kindergarten environment. Thus, to some teachers, the findings apply only partially in practice; with other teachers, we could possibly expand our research even deeper. This choice to use only a partial sample reflects both practicality and the need to improve the competence of future teachers through recording their unscripted interactions with children.

Joint Child Custody as a New Kindergarten Teachers’ Experience

“…The work with children in JC requires certain expert skills related to continuous education and consultations with other experts, e.g., psychologists. Listening to "voices of children" is considered to be the means for better understanding of the child learning at the preschool facilities (Navrátilová, 2017). The perceived difficulty in contact with children in JC and their parents is indicated by imbalances in the behavior of these children and parents and collides with fragile professionalism of kindergarten teachers.…”

Çocuk Gelişimi Ön Lisans Programı Öğrencilerinin Çocukla İletişime Yönelik Tutumlarının İncelenmesi

“…Öğretmen-öğrenci iletişimi eğitim-öğretim sürecinin her aşamasında önemli olmakla birlikte öğrencilerin kişiliklerinin gelişmeye başladığı ve kendileri ile olumlu etkileşimler kurulmasının en gerekli olduğu dönemde daha büyük önem taşımaktadır. Bu bağlamda okul öncesi öğretmenlerinin iletişim becerilerinin incelenmesini amaçlayan araştırmalara alanyazında da rastlanmaktadır (Ceylan ve Kılıç-Mocan, 2017;Demir, 2021;Navrátilová, 2017;Nurani vd., 2019;Tezel-Şahin vd., 2012;Yaşar-Ekici vd., 2017). Öğretmen-öğrenci iletişimi ile ilgili yürütülmüş araştırmalar, öğretmenlerin eğitim-öğretim sürecindeki davranışları üzerine odaklanmıştır.…”

Pupils’ Questions in Dialogic Teaching from the Perspective of Pedagogical Research

“…The studies that were selected correspond with the position of a pupil's questions in the teaching dialogue. Pupils' questions can never stand alone in pedagogical research because it is logical that a pupil's question is a part of a communicative interaction with the pupil's participation in the pedagogical communication (Šeďová, Sedláček, Švaříček, & Šalamounová, 2014;Šeďová, 2015;Šeďová, Sucháček & Majcík, 2015;Navrátilová, 2017). In general, we can state that pupil's questions are being omitted in current scientific discourse based on F. Tůma's overview study (2014), which we would like to extend by our overview study, critically analyses of 21 studies published in the span of 1990 -2012.…”