Reasoning as a Pedagogical Strategy in Infant-Addressed Talk in Early Childhood Education Centres: Relationships with Educators' Qualifications and Communicative Function

Autor/inn/en	Hu, Jiangbo; Degotardi, Sheila; Torr, Jane; Han, Feifei
Titel	Reasoning as a Pedagogical Strategy in Infant-Addressed Talk in Early Childhood Education Centres: Relationships with Educators' Qualifications and Communicative Function
Quelle	In: Early Education and Development, 30 (2019) 7, S.872-886 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2019.1607449
Schlagwörter	Infants; Caregiver Child Relationship; Child Caregivers; Child Care Centers; Semantics; Guidelines; Logical Thinking; Infant Behavior; Individual Differences; Bachelors Degrees; Caregiver Training; Language Acquisition; Language Usage; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Child care facilities; Child care services; Kinderzentrum; Semantik; Richtlinien; Individueller Unterschied; 'Bachelor''s degrees'; Bachelor-Studiengang; Sprachaneignung; Spracherwerb; Sprachgebrauch; Ausland; Australien
Abstract	Research Findings: This study examines the frequency of reasoning talk used by 56 educators during their naturally occurring play interactions with infants in their early childhood education and care (ECEC) centers. Using Hasan's semantic framework, reasons were coded as social (based on social rules) or logical (based on rules of nature). The communicative function of reasoning talk was coded as regulatory (when the reason served to regulate infants' behavior) or non-regulatory. On average, educators' reasoning talk comprising only 4.43% of their total talk, with social reasoning used slightly more frequently than logical reasoning. Educators used significantly more social reasoning when regulating infants' behavior, whereas logical reasoning occurred more frequently during non-regulatory interactions. Educators' qualification level explained individual differences. Bachelor-qualified educators used significantly more reasoning talk than lower-qualified educators, and this finding was explained by their more frequent use of both social and logical reasoning when regulating infants' behavior. Practice or Policy: The study identifies reasoning talk as an important element of language environment quality in ECEC infant rooms, and highlights the learning potential of language used for different communicative purposes. Findings demonstrate that well-qualified educators appear well versed to capitalize on the educative potential of this type of talk. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01