Children's Talking and Listening within the Classroom: Teachers' Insights

Autor/inn/en	Bosacki, Sandra; Rose-Krasnor, Linda; Coplan, Robert J.
Titel	Children's Talking and Listening within the Classroom: Teachers' Insights
Quelle	In: Early Child Development and Care, 184 (2014) 2, S.247-265 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.781165
Schlagwörter	Foreign Countries; Elementary School Teachers; Elementary School Students; Experience; Teacher Attitudes; Speech Communication; Listening; Student Behavior; Verbal Communication; Nonverbal Communication; Social Development; Cognitive Development; Intervention; Qualitative Research; Semi Structured Interviews; Canada + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Erfahrung; Lehrerverhalten; Hörvorgang; Zuhören; Student behaviour; Schülerverhalten; Non-verbal communication; Nonverbale Kommunikation; Soziale Entwicklung; Kognitive Entwicklung; Qualitative Forschung; Kanada
Abstract	Research suggests that social communication (verbal and non-verbal) plays a key role in students' and teachers' elementary-school experiences. Within the framework of sociocognitive developmental theory, this qualitative study investigates teachers' experiences and perceptions of children's talking and listening habits within the elementary-grade school classroom. Five Canadian elementary-school educators (three female, two male) discussed their perceptions of young children's talking and listening behaviours in the classroom. Results indicate that the actions of both talking and listening play a key role in students' and teachers' learning experiences in the classroom. Implications for inclusive and developmentally appropriate curriculum are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10