Highlighting the Features of Whole-Class Interactions in a Participatory Early Childhood Environment

Autor/inn/en	Papandreou, Maria; Yiallouros, Stefanos
Titel	Highlighting the Features of Whole-Class Interactions in a Participatory Early Childhood Environment
Quelle	In: Early Child Development and Care, 190 (2020) 4, S.461-477 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Papandreou, Maria) ORCID (Yiallouros, Stefanos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1479402
Schlagwörter	Classroom Communication; Student Participation; Teacher Student Relationship; Interaction; Class Activities; Nonverbal Communication; Young Children; Early Childhood Teachers; Problem Solving; Reflection; Discussion (Teaching Technique); Child Role; Teacher Role; Human Body; Motion + Suchen Sie Ihr Suchwort? Klassengespräch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Non-verbal communication; Nonverbale Kommunikation; Frühe Kindheit; Early childhood; Early childhood education; Teacher; Teachers; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Problemlösen; Lehrerrolle; Menschlicher Körper; Bewegungsablauf
Abstract	The present study investigates the features of teacher-children interaction during whole-class activities within an early childhood community, in which children's active participation is supported. The theoretical basis of the study is shaped by sociocultural approaches, which consider learning as a process of social co-construction of meanings, accomplished through children's participation in meaningful and authentic interactions where their agency is deliberately fostered by adults. By implementing a three-level framework of analysis, two whole-class activities were analyzed. The research findings identified how the control of the activities was shared between the teacher and the children, how the children's engagement was accomplished and what features it had as well as how their bodily movements contributed to the realization of meaning, sharing of thinking and extension of interaction. New insights on whole-class interaction are provided, which broaden our knowledge in the field of participatory pedagogy, while implications for future research are highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01