Teacher‐involved conversations with young children during small group activity

Durden, Tonia Renee; Dangel, Julie Rainer

doi:10.1080/09575140802393793

Cited by 47 publications

(32 citation statements)

References 14 publications

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“…Teachers' dominating position in conversations in day care is documented earlier (see e.g. Cote, 2001;Durden & Dangel, 2008;Girolametto, Weitzman, Lieshout, & Duff, 2000;Wood, McMahon, & Cranstoun, 1980). The fact that the children in the example presented above, at two years of age, are able to continue the conversations when the teacher leaves the table for some time or she holds herself back for a while (attentive distance), indicates the promising opportunities embedded in toddlers' peer talk.…”

Section: Conversationsmentioning

confidence: 91%

Opportunities knock: Mediation of peer-relations during meal-time in toddler groups

2013

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According to socio-cultural perspectives, adults are seen as mediators of cultural believes, values and practices. Qualitative analyses of teachers’ mediation of peer relations based on video-recordings in 9 toddler-groups indicate that meal-time represents opportunities for teachers to facilitate togetherness and peer-relations between toddlers. The teachers might facilitate sharing, passing food, routinized practices such as singing, and conversations. The results indicate variations between child- and group-oriented approaches, and accomplishing meals in an effective way. The child- and group-oriented approaches are marked by encouragement of toddlers’ initiatives and teachers supporting peer-interactions. Raising teachers’ consciousness about their contributions to children’s development of peer-relations and togetherness in group settings might contribute to enhance reflected practices in working with toddlers in groups.

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Section: Conversationsmentioning

confidence: 91%

Opportunities knock: Mediation of peer-relations during meal-time in toddler groups

2013

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“…Linked to this, training in elaborative style and reminiscing could form part of early childhood educator induction and CPD. Many studies into teacher talk in early childhood settings have found the majority of talk to be simple and cognitively undemanding for children (Dickinson et al 2008;Durden and Dangel 2008;Girolametto and Weitzman 2002;Chen and de Groot Kim 2014), demonstrating that there is a need for training to improve the quality of early childhood educator dialog. And there is evidence that such training is possible from parent intervention studies (cited above) and studies such as that by Cain (2004), where researchers were trained to use different elaborative styles with the target and control group.…”

Section: Future Research Directionsmentioning

confidence: 99%

A Review of Reminiscing in Early Childhood Settings and Links to Sustained Shared Thinking

Neale

Pino-Pasternak

2016

Educ Psychol Rev

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The importance of parent-child reminiscing for young children's social and cognitive development has been well established, but despite the increasing numbers of children attending formal early childhood settings such as nurseries and preschools, there has been surprisingly little research exploring educator-child reminiscing in these contexts. Furthermore, existing research into educator-child interaction in the early years has focused on the identification and categorization of explicit learning episodes, neglecting the potential significance of implicit learning and limiting our understanding of the dialogic mechanisms underpinning developmental change. Through a systematic review of evidence pertaining to the parent-child reminiscing literature and that of dialogic practices in early childhood, this paper argues that research into the role of reminiscing in early childhood settings, combined with the wider application of formalized, micro-level approaches to analyzing educator-child conversations, is needed to broaden our understanding of early child development and effective early childhood provision. We conclude by proposing a research agenda to investigate reminiscing and elaborative styles in early childhood settings which consists of three strands: description and taxonomy; individual differences; and links to child outcomes.

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“…The children need all the opportunities to give them a chance to answer, to respond, or to question back. According to Durden and Dangel (2008), the qualities of interaction are characterized by the teacher listening to, repeating the child's talk, modelling complete thoughts and compliments children on their efforts.…”

Section: Responsesmentioning

confidence: 99%

Teacher-Child Interactions During Mathematic Activities in a Preschool Class

Shah¹,

Hanafi²

2017

Proceedings of the 3rd International Conference on Early Childhood Education (ICECE 2016)

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This study examines the interactions between two preschool teachers and six years old children from two different classes during Mathematic activities. This paper describes what happens when the teachers and children interact and how the interactions help develop the process of learning Mathematic in class. According to Vygotsky theory, the Zone Proximal Development, explains whether a child can perform and accomplished better with the support or guidance from an older child, peer or an adult. Learning is said to occur during this collaborative interaction and dialogue. The data is captured through observation, using video recording during the Mathematic activities in class. A purposeful sampling of children and their Mathematic teachers were selected from each class. One class had eight (8) children and the other had six (6). The findings indicate that appropriate response; children's taking-time to notice or response to and what children are going to answer or reply exhibits their learning. The data revealed that teachers tend to control most of the interactions in a teacherguided Mathematic activity. Accomplishment and responses through verbal and non-verbal interactions from teachers gave children feedback on what they were doing, names and affirms their efforts, celebrates their progress and achievements, all these help children to learn. The findings also indicated that teachers used strategies such as appropriate questioning, responding and feedback with some of the interactions evident in the increase or decrease intonation, waiting-time or pausing and turn-taking process which was identified through the use of the Conversational Analysis Transcription Convention. This reveals how the interactions were being co-constructed to enhance the children's learning.

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Teacher‐involved conversations with young children during small group activity

Cited by 47 publications

References 14 publications

Opportunities knock: Mediation of peer-relations during meal-time in toddler groups

Opportunities knock: Mediation of peer-relations during meal-time in toddler groups

A Review of Reminiscing in Early Childhood Settings and Links to Sustained Shared Thinking

Teacher-Child Interactions During Mathematic Activities in a Preschool Class

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