Utterance Chains: A Dialogic Route to Speculative Thinking--with Toddlers in the Chthulucene

Autor/in	White, E. Jayne
Titel	Utterance Chains: A Dialogic Route to Speculative Thinking--with Toddlers in the Chthulucene
Quelle	In: Global Studies of Childhood, 12 (2022) 3, S.249-262 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (White, E. Jayne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/20436106221117573
Schlagwörter	Toddlers; Preschool Education; Preschool Teachers; Interpersonal Communication; Foreign Countries; Language Usage; Verbal Communication; Nonverbal Communication; Cultural Influences; Social Influences; New Zealand + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Interpersonale Kommunikation; Ausland; Sprachgebrauch; Non-verbal communication; Nonverbale Kommunikation; Cultural influence; Kultureinfluss; Sozialer Einfluss; Neuseeland
Abstract	Sustained shared thinking dialogues which focus on teacher talk with preschool learners have long been considered an important route to learning progression. Toddlers, however, seldom engage in dialogues through talk alone, and their encounters are often fleeting. As a consequence, they are often positioned on the periphery of learning dialogues that are granted primacy in the Capitalocene, because they must first acquire adult forms of communication and their meanings before thought becomes possible. Viewed from a dialogic standpoint, however, toddlers offer important clues to co-constituted meaning-making through subtle, fleeting, embodied and interconnected language acts. When stitched together across time and space and in speculative, apperceptive, contemplation of their strategic orientation, these seemingly random utterances can act as a source of shared thinking through interanimating chains of thought that implicate teachers as well as toddlers. In the paper that follows, utterance chains are brought to life through curated video and dialogue with Aotearoa New Zealand teachers who, sought to 'think with' toddlers in ECE settings. Paying attention to interconnecting links in meaning across language acts over time and space, utterance chains invoked apperceptive engagement with language "and" thought. These discoveries invite teachers to expand communicative repertoires to 'think with' young learners as optimistic encounters of 'making-with' bestowals in and for the Chthulucene. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01