Children's Systematic Use of Private Speech in Early Childhood Classrooms.

Autor/inn/en	Winsler, Adam; Carlton, Martha P.; Barry, Maryann J.
Titel	Children's Systematic Use of Private Speech in Early Childhood Classrooms.
Quelle	(1997) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
Schlagwörter	Forschungsbericht; Graue Literatur; Child Language; Classroom Communication; Classroom Research; Language Acquisition; Language Research; Language Usage; Oral Language; Preschool Children; Preschool Education; Speech Communication + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; Klassengespräch; Sprachaneignung; Spracherwerb; Sprachforschung; Sprachgebrauch; Oral interpretation; Mündlicher Sprachgebrauch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	A study examined children's use of private speech in early childhood classrooms. The study's three goals were: to determine the degree to which private speech is used; to replicate and extend previous research with older children; and to examine the classroom's particular contexts and activity settings which maximize children's use of private speech. Subjects were 3- and 4-year olds in a university laboratory preschool, including 14 children (43% female) in the 3-year-old classroom and 14 of 16 (56% female) children in the 4-year-old classroom. Observers used a behavioral checklist instrument and pre-recorded time signals. Each child was observed an average of 98 times yielding a total of 2752 observations. Results indicated that, overall, children used private speech in 13% of the observations, suggesting that 3-4 year old children spontaneously use self-regulatory language often in the context of the preschool classroom. Among other results, 4-year-olds' private speech occurred during the self-directed, tacitly structured, self-selected activity time setting, whereas 3-year-olds' self-talk was more evenly distributed across the three classroom settings. Findings suggest that most (77%) 4-year-olds' private speech occurred during focused, on-task activities while 3-year-olds' private speech was equally likely to appear during either on-task or off-task activities. (Contains 9 references; graphs of study results are appended.) (CR)
Begutachtung
Erfasst von	ERIC (Education Resources Information Center), Washington, DC