Educators', Children's and Mothers' Use of Temporal Language in Reminiscing and Future Talk Conversations

Autor/inn/en	Andrews, Rebecca; Van Bergen, Penny; Wyver, Shirley
Titel	Educators', Children's and Mothers' Use of Temporal Language in Reminiscing and Future Talk Conversations
Quelle	In: Early Years: An International Journal of Research and Development, 43 (2023) 2, S.332-349 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Andrews, Rebecca) ORCID (Van Bergen, Penny) ORCID (Wyver, Shirley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2021.1957780
Schlagwörter	Mothers; Parent Child Relationship; Teacher Student Relationship; Language Usage; Foreign Countries; Preschool Children; Preschool Teachers; Futures (of Society); Novelty (Stimulus Dimension); Age Differences; Time; Task Analysis; Comparative Analysis; Australia + Suchen Sie Ihr Suchwort? Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachgebrauch; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Future; Society; Zukunft; Age; Difference; Age difference; Altersunterschied; Zeit; Aufgabenanalyse; Australien
Abstract	We investigated how educators, mothers and children used temporal language in reminiscing and future talk conversations. Participants initially included 40 educator-younger child dyads (27-36 months) and 45 educator-older child dyads (48-60 months) from early childhood centres in Sydney, Australia. Educators were asked to nominate and discuss four past and future events with the participating children. To determine how conversations about different events might vary, temporal focus (past/future) and event novelty (novel/familiar) were manipulated. To enable comparisons between educator-child and mother-child use of temporal language 42 mother-child dyads also completed the same tasks. Educators were noted to use timeless present references to add new information about events. With the older children, educators made significantly more future action and future hypothetical references. Educators' use of future hypothetical references was significantly greater than that of mothers. Educators used reminiscing and future talk conversations to extend children's exposure to temporal language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01