Teacher–Child Conversation in the Preschool Classroom

Massey, Susan L.

doi:10.1023/b:ecej.0000024113.69141.23

Cited by 91 publications

(65 citation statements)

References 9 publications

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“…Although previous studies are not conclusive, the literature suggests that good-quality shared reading can be linked to improvements in child language development and phonological awareness Hindman et al 2008;What Works Clearinghouse 2006a). Evidence suggests that the presence of cognitive challenges (Massey 2004) or cognitive demands (Dickinson and Smith 1994) during the reading session may be the mechanism that accounts for children's language gains.…”

Section: Introductionmentioning

confidence: 99%

Read-alouds in kindergarten classrooms: a moment-by-moment approach to analyzing teacher–child interactions

Lara

Deunk

Snow

et al. 2017

European Early Childhood Education Research Journal

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The aim of the study was to explore teacher-child interaction in 24 whole-class read-aloud sessions in Chilean kindergarten classrooms serving children from low socioeconomic backgrounds. Fifteen sessions focused on story meaning, and nine focused on language coding/decoding. We coded teacher and child turns for their function (i.e., teacher initiation, child response, teacher follow-up), type (e.g., open/closed questions, directives; confirmation, elaboration), and complexity (i.e., literal/low vs. inferential/high language). We found considerable variability in reading approaches. Teachers in meaning-oriented sessions initiated more inferential conversations, whereas in code-oriented sessions the majority of initiations had low complexity. Confirmations were the most recurrent follow-up type, while elaborations occurred mainly during inferential conversations. Overall, teachers strongly determined the complexity of the conversation by means of their initiations. The study expands Anglo-American and European findings to the Latin American context, illustrating the commonality of read-alouds as early childhood education practice and underscoring that teachers can engage children from low socioeconomic backgrounds in cognitively challenging conversations.

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Section: Introductionmentioning

confidence: 99%

Read-alouds in kindergarten classrooms: a moment-by-moment approach to analyzing teacher–child interactions

Lara

Deunk

Snow

et al. 2017

European Early Childhood Education Research Journal

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“…), appears not only to foster lexical development (Hargrave & Sénéchal, 2000;Sénéchal, 2000;Whitehurst et al, 1994) but also allows children to shift from descriptive to more inferential language in stimulating environments (Massey, 2004). Furthermore, many studies show the strong impact of dialogic reading in preschool on later academic success, especially for children from low-income families (Neuman & Dickinson, 2003;Saada-Robert, 2003;ValdezMenchaca & Whitehurst, 1992).…”

Section: Role Of Interaction In Preschool Environmentsmentioning

confidence: 99%

Interactive readings of children’s literature in day care: Microgenetic analysis of the semiopictorial construction.

Gamba¹,

Grau²

2009

L1 Educational Studies in Language and Literature

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Abstract. In line with educational issues involved in emergent literacy practices in preschool, in particular those concerning comprehension processes, this paper focuses on picture-based narrative comprehension during an interactive reading session of a wordless picture book, involving a group of children aged three and their teacher. Children are asked to make inferences about the meaning and outcome of the story, a procedure which gradually elicits their responses on how events link together, thus enhancing their capacity to use prior and implicit knowledge to build the story meaning. Moreover, this study highlights the importance of interaction for developing comprehension. Data collected was analysed following didactic microgenesis, an analytical approach showing that knowledge built during interaction depends on the joint construction of a zone of common meaning by which teacher and children try to adjust to each other. In order to help the process of merging different meanings of the story built online, a text written by researchers, following the narrative structure of the story, was read by the teacher after the picture-based reading. This led us to examine through interactional analysis which semiotic cues were used during recall on the following day, as an additional measure of knowledge construction. Keywords: Emergent literacy, Narrative comprehension, Semiopictorial knowledge, Dialogic reading, Didactic Microgenesis, Interaction. Chinese Finnish[Translation Katri Sarmavuori] TITTELI: Päiväkodin lastenkirjallisuuden interaktiivinen lukeminen: semiokuvallisen konstruktion mikrogeneettinen analyysi ABSTRAKTI: Tämä esitys tähtää kuvaperustaisen narratiivin ymmärtämiseen sanattoman kuvakirjan interaktiivisen lukemissession aikana esikoulun alkavien kirjallisuuskäytäntöjen, varsinkin ymmärtämis-prosessien kannalta. Istunnossa oli kolmivuotiaita lapsia ja heidän opettajansa. Kun lapsia pyydetään päättelemään kertomuksen merkitystä ja lopputulemaa, tämä prosessi auttaa heitä yhdistämään tapahtumia lukemisen aikana lisäten heidän kapasiteettiaan käyttää aiempaa ja implisiittiä tietoa rakentaa kertomuksen merkitys. Lisäksi tämä tutkimus valottaa interaktion tärkeyttä ymmärtämisen kehittämiseksi. Kerättyä tietoa analysoitiin didaktista mikrogeneesistä seuraten, analyyttista lähestymistapaa, joka näyt-tää, että interaktion aikana rakennettu tieto riippuu yhteisen merkityksen vyöhykkeen oheiskonstruktiosta, johon opettaja ja lapset yrittävät mukauttaa toisiaan. Kuvaan perustuvan lukemisen jälkeen opettaja luki vielä kertomuksen narratiivista analyysia noudattavan tutkijoiden kirjoittaman tekstin auttaakseen kertomuksen erilaisten merkitysten muodostamisen prosessia. Tämä johti meidät tutkimaan interaktioanalyysin kautta, mitä semioottisia vihjeitä käytettiin toistossa seuraavana päivänä tiedon konstruktion lisämitta-na. AVAINSANAT: kehittyvä luku-ja kirjoitustaito, narratiivinen ymmärtäminen, semiokuvallinen tieto, dialoginen lukeminen, didaktinen mikrogeneesis, interaktio. M ICROGENETIC ANALYSIS OF INTERACTIV...

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“…Medium-level questions require labels, descriptions and the use of recall and low-level questioning requests one-word or yes/no responses. Drawing on the cognitively challenging literature, Massey (2004) provided practical examples of how preschool educators can actually facilitate such conversations in their classroom to help develop children's oral language and literacy skills.…”

Section: Cognitively Challenging Talkmentioning

confidence: 99%

Teacher‐involved conversations with young children during small group activity

Durden

Dangel

2008

Early Years

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, "Teacher-involved conversations with young children during small group activity" (2008 AbstractThis qualitative study examines the conversations of two preschool teachers with two-and three-year-old children during small-group activity settings in two highquality child development centers. Using interviews, observations and videotaping of small-group activities, the conversations are characterized in terms of the kind and function of language, the usage of cognitive demands and the reciprocal nature of these conversations. The findings indicate that teachers use declarative statements primarily to manage instruction and encourage language development. While teachers control most conversations, teacher-child reciprocity is evident and more genuine in authentic, teacher-guided activities. In both classrooms, the language during small-group activities is characterized as having low cognitive demands. Teachers and teacher educators need to be more cognizant of their language, including its purpose and opportunities to facilitate cognitively challenging conversations with young children. Recommendations for practice are provided.

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Teacher–Child Conversation in the Preschool Classroom

Cited by 91 publications

References 9 publications

Read-alouds in kindergarten classrooms: a moment-by-moment approach to analyzing teacher–child interactions

Read-alouds in kindergarten classrooms: a moment-by-moment approach to analyzing teacher–child interactions

Interactive readings of children’s literature in day care: Microgenetic analysis of the semiopictorial construction.

Teacher‐involved conversations with young children during small group activity

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