Teacher-Child Interaction in a Goal-Oriented Preschool Context: A Micro-Analytical Study

Autor/inn/en	Nilfyr, Katarina; Aspelin, Jonas; Lantz-Andersson, Annika
Titel	Teacher-Child Interaction in a Goal-Oriented Preschool Context: A Micro-Analytical Study
Quelle	In: Education Sciences, 11 (2021), Artikel 692 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aspelin, Jonas)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Teacher Student Relationship; Preschool Education; Preschool Teachers; Goal Orientation; Teaching Methods; Nonverbal Communication; Social Adjustment; Video Technology; Caring; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Zielorientierung; Zielvorstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Non-verbal communication; Nonverbale Kommunikation; Soziale Anpassung; Care; Pflege; Sorge; Betreuung; Ausland; Schweden
Abstract	The international trend of positioning the preschool as a pre-academic learning environment is challenging for preschool teachers, as it necessitates a balance between emotionally supportive interaction and goal-oriented learning instruction. However, previous research suggests that the complexities of such interactions need to be further studied. This article contributes by presenting a very detailed exploration of how social adaptation is pursued in a goal-oriented documentation activity. The study used a micro-sociological approach, characterized by the careful analysis of verbal and nonverbal interactions. Two research questions were raised: (1) How is social adaptation pursued in verbal and nonverbal interactions in preschool teacher-child relationships during a goal-oriented activity? and (2) How can social adaptation in the preschool context be understood in terms of a "deference-emotion system"? Interactions between a teacher and child in two video-recorded episodes were transcribed and sequentially analyzed thoroughly. The findings suggest that the interactions were regulated through an informal system of social sanctions, in which nonverbal signs of deference played a key role. The interaction was shown to be embedded in an institutional context that advocates goal-oriented instruction, thus highlighting the challenge of preschool teaching in attempting to promote goal-oriented processes while simultaneously maintaining respectful, caring teacher-child relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01