Teaching in ECE: Promoting Children's Language Learning and Cooperation on Knowledge Construction in Everyday Conversations in Kindergarten

Autor/in	Gjems, Liv
Titel	Teaching in ECE: Promoting Children's Language Learning and Cooperation on Knowledge Construction in Everyday Conversations in Kindergarten
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 29 (2013), S.39-45 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2012.08.008
Schlagwörter	Classroom Environment; Observation; Classroom Research; Kindergarten; Speech Communication; Video Technology; Early Childhood Education; Young Children; Teacher Student Relationship; Interpersonal Communication; Classroom Communication; Language Acquisition; Cooperative Learning; Preschool Teachers; Teaching Methods; Community Characteristics; Municipalities + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Beobachtung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonale Kommunikation; Klassengespräch; Sprachaneignung; Spracherwerb; Kooperatives Lernen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Magistrat
Abstract	The intention of this study is to examine how early childhood education (ECE) teachers can promote children's language learning and the construction of knowledge about their environment in everyday conversations. Young children primarily learn through interactions with adults and peers, with conversations representing important arenas for language learning, as well as for learning about the environment. The research question is: "How can teachers encourage a learning environment to promote children's learning to use language and collaborate on the construction of knowledge in everyday conversations?" This study has a special focus on the collaboration between teachers and children, and the study was accomplished through video observations carried out in a small-town kindergarten consisting of four classes. The results revealed that the children were mostly invited to answer closed questions, and that the teachers did not invite them to work together to develop their understandings. Through the study, the ECE teacher became focused on what is taking place in everyday conversations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10