Conversation and Learning in Early Childhood Education: What Works Best for Children's Cognitive Development and How to Improve Pupil Engagement?

Autor/in	Vezzani, Agnese
Titel	Conversation and Learning in Early Childhood Education: What Works Best for Children's Cognitive Development and How to Improve Pupil Engagement?
Quelle	In: European Early Childhood Education Research Journal, 27 (2019) 4, S.534-550 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2019.1634240
Schlagwörter	Cognitive Development; Verbal Communication; Learner Engagement; Student Participation; Reggio Emilia Approach; Preschool Children; Preschool Teachers; Teacher Student Relationship; Questioning Techniques; Class Size; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Reggio-Pädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Befragungstechnik; Fragetechnik; Klassengröße; Ausland; Italien
Abstract	Generally, all schools state that they are children-focused, but this aim is most visible in communication if children have autonomy and freedom of expression. The purpose of this article is twofold: first, to describe some features of conversations' in early childhood education, and, second, to investigate the conditions in which pupils are more engaged and more participative. The research was carried out by the author observing real daily activity in preschools around Reggio Emilia. Conversations are intentionally defined and started by teachers. The teachers' open and closed questions are analysed and categorised, as well as the children's answers and child-initiated interactions. Results indicate that classroom discourse can be categorised with four kinds of topics, showing that narrative contexts and shared knowledge contexts are the most promising situations to promote children's engagement, through longer children's interactions and complex child-initiated interactions. Findings are discussed also in relation to the groups' numerosity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01