Orchestrating Children's Action: An In-Depth Multimodal Analysis of Child-Educator Interactions in One Italian Early Childhood Education Setting

Autor/inn/en	Fatigante, Marilena; Antici, Lilia; Zucchermaglio, Cristina; Fantasia, Valentina; Alby, Francesca
Titel	Orchestrating Children's Action: An In-Depth Multimodal Analysis of Child-Educator Interactions in One Italian Early Childhood Education Setting
Quelle	In: European Journal of Psychology of Education, 37 (2022) 3, S.649-679 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fatigante, Marilena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-021-00548-y
Schlagwörter	Early Childhood Education; Preschool Teachers; Preschool Children; Teacher Student Relationship; Foreign Countries; Educational Practices; Learning Activities; Discourse Analysis; Video Technology; Multimedia Materials; Attention Control; Personal Autonomy; Classroom Techniques; Italy + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Bildungspraxis; Lernaktivität; Diskursanalyse; Aufmerksamkeitstest; Individuelle Autonomie; Klassenführung; Italien
Abstract	Early childhood educational centers (ECEC) are contexts where young children make their first contact with specific, culturally determined rules, practices, and values. Only a few studies have analyzed in-depth the practices through which the educators direct the children's action and attention while they are performing routine educational activities. By means of detailed transcription of educators-children conversations and Conversation Analytic methodology, this work examines a set of videorecorded interactions collected in one Italian ECE center ("nido"), particularly focusing on the verbal and multimodal resources employed by ECEC teachers as they manage episodes, where the children diverge from an expected course of action. Analyses reveal that the educators employ a variety of multimodal resources to orchestrate the child's attention and actions toward the desired course of activity, which open spaces where the child's agency, however more or less strongly reprimanded, is admitted and negotiated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01