Questions and Answers, A Seesaw and Embodied Action: How a Preschool Teacher and Children Accomplish Educational Practice

Dalgren, Sara

doi:10.1007/978-981-10-1703-2_3

Cited by 6 publications

(5 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…An important element of learning‐in‐interaction is the framing of questions posed by presenters (e.g. Dalgren, 2017). We know that the way in which presenters elicit responses from children shapes the trajectory of learning (Walsh, 2011), and ideally questions project a sequence of inquiry as participants engage in ‘sustained shared thinking’ (Purdon, 2016; Siraj & Asani, 2015).…”

Section: Findings: Learn Elementsmentioning

confidence: 99%

LEARN: Essential Elements of Museum Education Programs for Young Children

Eadie¹,

Young²,

Suda³

et al. 2021

Curator The Museum Journal

View full text Add to dashboard Cite

Museums provide rich multimodal learning opportunities and long‐lasting memories for children and teachers who participate in museum excursions and outreach programs. Museum programs for preschool children embed hands‐on opportunities to engage children with new and diverse artefacts. Interactions in museum settings provide opportunities for adults and children to collaborate in learning. Our aim in this project was to explore the elements of museum programs that prove essential in engaging young children in museum education programs. Five museum presenters and 14 early childhood groups (14 teachers and 296 children) participated in the research project. Data collection included audio recordings of museum presentations, observations of child‐teacher interactions, multiliteracy observations, teacher interviews, and written reflections from the museum presenters. Coding across all datasets contributed to the five main themes in the findings, which we detail using the acronym LEARN: Learning artefacts; Embodied teaching and learning; Asking questions; Repetition: and Narrative. Multiple elements of museum education programs influence learning opportunities for young children. Both structural elements (e.g. designing a core narrative around concepts, or time for children’s individual queries during the program and hands‐on explorations with museum artefacts) and learning interactions (e.g. conversations where children and adults collaborate) contribute to engaging museum education programs for young children.

show abstract

Section: Findings: Learn Elementsmentioning

confidence: 99%

LEARN: Essential Elements of Museum Education Programs for Young Children

Eadie¹,

Young²,

Suda³

et al. 2021

Curator The Museum Journal

View full text Add to dashboard Cite

show abstract

“…Notably, intentional teaching is not limited to task-based activities, as skilful teachers extend opportunities for learning by supporting exploration of concepts during play (e.g. Dalgren, 2017;Pursi, 2019).…”

Section: Research In Conversation Analysis and Early Childhood Educationmentioning

confidence: 99%

Introduction

Church

Bateman

2022

Talking With Children

View full text Add to dashboard Cite

Introduction amelia church and amanda bateman Talking with ChildrenIn early childhood education and care (ECEC), the importance of extended conversations with children is emphasized through professional practice principles (i.e. what teachers should do) and in learning outcomes for children (i.e. what children should be able to do). Early childhood curricula, frameworks, or statements of learning goals for young children necessarily respond to the historical, educational, and political priorities of their communities. There is, however, a universal understanding of the primacy of talk-in-interaction as both the medium of learning and a skill for children to develop. All early childhood curricula reference the fundamental importance of talking with children.Early childhood curricula do not, however, specify how talking with children might be done. The deliberate lack of explicit directions on how to talk with children allows teachers to develop pedagogical strategies that incorporate each child's experiences, abilities, and interests, forming a continuum of learning from their home and community environments. The flexibility and responsivity of curriculum frameworks for early childhood education -frameworks developed and evaluated through national education and care policy -enables teachers to create individualized learning for the children and families they work with. The fact that early childhood curricula are not prescriptive aligns with a sociocultural approach to education where programmes can adapt and respond to the needs of local communities. It does mean, however, that the practices to implement national curricula and enable learning outcomes are less visible to teachers; this illusiveness can be problematic, as learning outcomes for children are specified in ECEC curricula. Teachers know where they are going (i.e. learning goals) and why (i.e. professional knowledge, beliefs, and theory), but they are not always sure how to initiate, navigate, and extend conversations with children throughout this journey.Research reveals the extraordinary range of skills required for engaging in learning interactions with infants, toddlers, and young children in everyday moments. Studies in pedagogy demonstrate the demands on early

show abstract

“…Nonetheless, for children, the lack of greater lexical complexity may also constitute a limitation as they strive to align their emerging feelings against the linguistic backdrop at their disposal and provided by educators. The progressive nature of language development in the early years of life requires a rich vocabulary able to meet the educational demands of children, as asserted by Dalgren (2016), to diminish their normative verbal response. These observations offer an interesting hypothesis for future work.…”

Section: Predominant Semantic Categories (Research Question No 1)mentioning

confidence: 99%

Socio-Affective Word Production by Early Childhood Educators: Lexical Densities, Clusters, and Predictors

Dulcic

Peña

Orellana

2021

REDIE

View full text Add to dashboard Cite

This article presents a quantitative characterization of the language of early childhood educators, with the goal of identifying their lexical preferences and typical uses in the socio-affective domain. In this cross-sectional, descriptive study, 20 participants were selected by convenience sampling and provided continuous audio recordings, which were transcribed and categorized using LIWC2015 software. The findings show that the greatest lexical densities are associated with the categories “cognitive processes”, “relativity”, “social processes”, “affective processes”, and “perceptual processes”, and a number of subcategories like “motion” and “positive emotion”. Lower densities were found in “anxiety”, “sadness”, health”, “religion”, and “death”. Furthermore, two commonly used clusters were identified: one centered on words with an emotional connotation, and another centered on words with a social connotation. Lastly, the categories “body”, “health”, “motion”, “ingestion”, “causation”, “exclusion”, and “sexual” are good predictors of socio-affective word production. Our findings suggest a distinctive and prominent use of a number of semantic categories associated with the socio-affective domain. Future research directions and their potential to contribute to formative processes in early childhood education are also discussed.

show abstract

Questions and Answers, A Seesaw and Embodied Action: How a Preschool Teacher and Children Accomplish Educational Practice

Cited by 6 publications

References 18 publications

LEARN: Essential Elements of Museum Education Programs for Young Children

LEARN: Essential Elements of Museum Education Programs for Young Children

Introduction

Socio-Affective Word Production by Early Childhood Educators: Lexical Densities, Clusters, and Predictors

Contact Info

Product

Resources

About