Preschool teachers’ questioning in sociodramatic play

Meacham, Sohyun; Vukelich, Carol; Han, Myae; Buell, Martha

doi:10.1016/j.ecresq.2014.07.001

Cited by 25 publications

(26 citation statements)

References 43 publications

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“…Although they did not examine levels of abstraction, Meacham et al. (), who examined preschoolers’ responses to teachers’ questions and statements during play, found that the preschoolers also responded contingently to teachers’ open‐ and closed‐ended questions.…”

Section: Discussionmentioning

confidence: 99%

Maternal Inferential Input and Children's Language Skills

Tompkins

Bengochea

Nicol

et al. 2017

Reading Research Quarterly

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Researchers have consistently found a link between the quality of early parent–child book‐reading interactions and children's language skill. Two aspects of quality (level of abstraction and utterance function) were examined simultaneously in the current study to further refine our understanding of how parents’ talk during shared reading predicts children's vocabulary growth and elicits children's participation in book reading. To achieve this aim, the authors examined mothers’ extratextual utterances while reading to their preschool children across a continuum of four levels of abstraction (two literal and two inferential) and in terms of utterance function (wh‐ question, yes/no question, and statement). In a sample of 49 mother–child dyads (mean child age = 4.47 years), the authors found that mothers’ inferential yes/no questions and statements predicted children's receptive vocabulary growth over six months, controlling for children's age, mothers’ education, and frequency of reading, and that mothers’ inferential wh‐ questions and literal utterances of all types were not predictive of children's vocabulary growth. Using sequential analysis, the authors also found significant contingencies between mothers’ utterances and children's responses during shared reading that were within the same level of abstraction across all utterance functions. These results are discussed in relation to prior work that has largely examined these two qualities of parent–child book interactions separately.

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Section: Discussionmentioning

confidence: 99%

Maternal Inferential Input and Children's Language Skills

Tompkins

Bengochea

Nicol

et al. 2017

Reading Research Quarterly

View full text Add to dashboard Cite

show abstract

“…In contrast, in the co-player role, teachers take a minimal play role. The co-player role encourages the children's meta-and pretend play conversation while the play leader role supports improving the quality of the sociodramatic play including detailed characterization and sophisticated plot development (Meacham et al, 2014).…”

Section: Teacher's Role In Promoting Sociodramatic Playmentioning

confidence: 99%

“…As well, it was identified that the children responded to their teacher as they would respond to their mothers. It could be identified that the teacher attempted to indirectly direct and redirected the children's play still using pretend talk as a play leader (Meacham et al, 2014).…”

Section: Teacher's Role In Scaffolding Sociodramatic Play Interventiomentioning

confidence: 99%

“…According to Meacham et al (2014), the difference between the co-player role and the play leader role is the degree of control over the course of the play. In the play leader role, teachers indirectly direct and redirect the children's play still using pretend talk.…”

Section: Teacher's Role In Promoting Sociodramatic Playmentioning

confidence: 99%

“…The sociodramatic play intervention identified the nature of the teacher's role in scaffolding sociodramatic play. The play leader and the co player roles of the teacher actively scafollded the sociodramatic play intervention (Cooper &Dever, 2001 andMeacham et al, 2014). The intervention explicated concrete pedagogic strategies for the teacher working with children in sociodramatic play.…”

mentioning

confidence: 99%

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Scaffolding Sociodramatic Play in the Preschool Classroom: The Teacher's Role

Rajapaksha¹

2016

MJSS

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Early Literacy in Everyday Settings: Creating an Opportunity to Learn for Low‐income Young Children

Neuman

Knapczyk

2022

Reading Research Quarterly

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Persistent concerns about income and social inequality have raised questions about how to address opportunity gaps in access to literacy learning for lowincome young children. Recognizing the need to strengthen learning opportunities, this study examines how specially designed hybrid spaces within the 'everyday' place of a neighborhood laundromat might support children's literacy development. Twenty laundromats in high-poverty neighborhoods from a large urban city participated in the research: 10 in which small spaces were reconfigured to create literacy-related play settings; 10, in which remained "business as usual" control sites. Conducted over two phases, the 7-month study examined changes in children's literacy activities resulting from the physical design changes alone, and subsequent changes when combined with a trusted messenger, a public librarian, who assisted in their activities. Results indicated that these hybrid spaces dramatically increased children's time on literacy-related activities, especially when given adult assistance, averaging 47-minutes per child of sustained activity. These results suggest that intentionally-designed everyday spaces may play an important role in increasing young children's access to resources and opportunity to learn. L iteracy learning for young children is not bound in time and space. Everyday events, from simple routines to errands and chores can become catalysts for children's word learning and literacy-related activity (Roskos et al., 2003). Initiated by the child or other people, these activities may include talking, singing, pretending to read stories, scribbling and drawing, and are likely take place across many different settingsat home, in childcare and in the neighborhood (Teale and Sulzby, 1989). In these informal, day-to-day places children may begin to discover the many purposes for literacy, long before they develop the technical skills associated with its development.Over 80% of young children's time is likely to be spent in these informal settings (Meltzoff et al., 2009), compared to the 20% time in more institutional-like learning contexts such as childcare or preschool. Yet the bulk of the research in early literacy has typically taken place in these institutional settings under the influence and guidance of adults (National Early Literacy Panel, 2008). Rarely, however, have we examined how children can propel their own development. In its absence, we miss the opportunity to investigate literacy learning when it flows from the initiatives of the learners themselves in contexts that may have personal meaning and value for them.It may also overlook the influence of these informal activities on children's verbal skills and subsequent school readiness in the early years. In an analysis of the Panel Study of Income Dynamics Child Development

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Preschool teachers’ questioning in sociodramatic play

Cited by 25 publications

References 43 publications

Maternal Inferential Input and Children's Language Skills

Maternal Inferential Input and Children's Language Skills

Scaffolding Sociodramatic Play in the Preschool Classroom: The Teacher's Role

Early Literacy in Everyday Settings: Creating an Opportunity to Learn for Low‐income Young Children

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