Literaturnachweis - Detailanzeige
Autor/inn/en | Reese, Elaine; Gunn, Alex; Bateman, Amanda; Carr, Margaret |
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Titel | Teacher-Child Talk about Learning Stories in New Zealand: A Strategy for Eliciting Children's Complex Language |
Quelle | In: Early Years: An International Journal of Research and Development, 41 (2021) 5, S.506-521 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Reese, Elaine) ORCID (Gunn, Alex) ORCID (Bateman, Amanda) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0957-5146 |
DOI | 10.1080/09575146.2019.1621804 |
Schlagwörter | Teacher Student Relationship; Preschool Teachers; Language Acquisition; Portfolios (Background Materials); Photography; Story Reading; Discourse Analysis; Teaching Methods; Foreign Countries; Story Telling; Literacy; Kindergarten; New Zealand Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Sprachaneignung; Spracherwerb; Fotografie; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Neuseeland |
Abstract | Researchers and teachers explored a new form of teacher-child interactions in two early childhood settings as a means of eliciting complex language. The primary mode of assessment in New Zealand early childhood education takes the form of 'learning stories' that teachers write, with photos, and that are collected into a portfolio book. Eight teachers revisited 11 children's learning story portfolios in semi-naturalistic interactions in the early childhood setting. The resulting 20 interactions were first coded for whether teachers adopted a reminiscing orientation (11 interactions) or a book-reading orientation (9 interactions). Second, a linguistic analysis of the interactions revealed that in the reminiscing interactions, children talked more, used more complex utterances, and exhibited greater lexical diversity; in the book-reading interactions, teachers used longer conversational turns and more complex utterances. This paper discusses the potential of revisiting learning stories in early childhood settings within and beyond New Zealand. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |