Argumentative Discourse of Kindergarten Children: Features of Peer Talk and Children-Teacher Talk

Autor/in	Ehrlich, Sara Zadunaisky
Titel	Argumentative Discourse of Kindergarten Children: Features of Peer Talk and Children-Teacher Talk
Quelle	In: Journal of Research in Childhood Education, 25 (2011) 3, S.248-267 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
Schlagwörter	Persuasive Discourse; Ethnography; Kindergarten; Comparative Analysis; Discourse Analysis; Role; Teacher Student Relationship; Peer Relationship; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Ethnografie; Diskursanalyse; Rollen; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Ausland
Abstract	Taking into consideration the central role played by argumentation in children's culture, comparative studies regarding the relative contribution of peer talk and children-teacher talk to children's argumentative discourse at kindergarten are relatively scarce. In this study, the researchers gathered ethnographic data of natural peer interactions and small-group discussions with the teacher to identify characteristic features and analyze the argumentative events along different aspects: discursive, interactional, and textual. (Contains 4 tables and 11 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10