Data, Knowledge, Action: Exploring Sustained Shared Thinking to Deepen Young Children's Learning

Autor/inn/en	McLaughlin, Tara; Cherrington, Sue; McLachlan, Claire; Aspden, Karyn; Hunt, Lynda; Gifkins, Vicki
Institution	Teaching and Learning Research Initiative (New Zealand)
Titel	Data, Knowledge, Action: Exploring Sustained Shared Thinking to Deepen Young Children's Learning
Quelle	(2022), (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Kindergarten; Preschool Teachers; Teacher Student Relationship; Classroom Communication; Classroom Environment; Communication Skills; Outcomes of Education; Teaching Methods; Preschool Education; Teacher Attitudes; Peer Relationship; Play; Early Childhood Education; Educational Quality; Rating Scales; Foreign Countries; New Zealand; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Klassenklima; Unterrichtsklima; Kommunikationsstil; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Peer-Beziehungen; Spiel; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Rating-Skala; Ausland; Neuseeland
Abstract	This collaborative project explores the nature of teacher-child sustained shared thinking (SST) in two kindergartens. SST involves teachers engaging with children in play, working together in back and forth conversations that provide opportunities to discuss, explore, and think about everyday experiences, problems or challenges in an inquisitive and extended way. Internationally, research suggests SST is critical for high-quality pedagogy as a pathway to deepen children's learning. Research also shows SST can be complex and nuanced. To address this complexity, the project uses innovative data tools to investigate periods of teacher-child SST with a focus on extending these powerful interactions. The research aims to explore the potential of data, collected though a range of innovative tools, to inform teachers' understanding and use of SST for promoting children's communication and exploration, and to contribute knowledge and practical strategies that strengthen SST to enhance positive outcomes for all children. (ERIC).
Anmerkungen	Teaching and Learning Research Initiative. Available from: New Zealand Council for Educational Research. P.O. Box 3237, Wellington 6140 New Zealand. Tel: +64-4384-7939; Fax: +64-4384-7933; e-mail: tlri@nzcer.org.nz; Web site: http://www.tlri.org.nz
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01