Educators' Perspectives on Instructional Conversations in Preschool Settings

Autor/inn/en	Goh, Siang Sin; Yamauchi, Lois A.; Ratliffe, Katherine T.
Titel	Educators' Perspectives on Instructional Conversations in Preschool Settings
Quelle	In: Early Childhood Education Journal, 40 (2012) 5, S.305-314 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-012-0518-9
Schlagwörter	Video Technology; Speech Communication; Group Discussion; Prior Learning; Preschool Children; Language Acquisition; Cognitive Development; Teacher Attitudes; Preschool Education; Early Childhood Education; Young Children; Teacher Student Relationship; Focus Groups; Interviews; Verbal Communication; Nonverbal Communication + Suchen Sie Ihr Suchwort? Gruppendiskussion; Vorkenntnisse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachaneignung; Spracherwerb; Kognitive Entwicklung; Lehrerverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Interviewing; Interviewtechnik; Non-verbal communication; Nonverbale Kommunikation
Abstract	Although conversations have been identified as an important means to promote young learners' language development, preschool children often have limited opportunities to be involved in complex conversations. This study examined preschool adaptations of Instructional Conversation, a small group discussion between teachers and children in which prior knowledge is integrated with new information to build higher understandings. As Instructional Conversation was originally developed for use with older children, this study investigated preschool educators' perceptions of the strategy and about how it could be applied to young learners. Participants included 14 educators at a university-based preschool who worked with children ages 2 to 5 years-old. Data sources included participant observations and focus-group interviews. For the latter, educators were interviewed after watching video recordings of teachers at their school conversing with children. Results indicated that the teachers understood the strategy and suggested specific criteria for adapting its use with young children. They suggested that Instructional Conversation for preschoolers needs to include both verbal and nonverbal forms of communication. The educators also believed that the goals of the conversations should include social, personal, and cognitive development, and that teachers can use the strategy to build relationships with children. An existing rubric to measure the use of Instructional Conversation with school-aged children was modified to meet these developmental expectations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10