Teacher-Child Interactions That Target Vocabulary Development in Two Preschool Classrooms: A Conversation Analytic Approach

Autor/in	Mihai, Alina
Titel	Teacher-Child Interactions That Target Vocabulary Development in Two Preschool Classrooms: A Conversation Analytic Approach
Quelle	In: International Journal of Early Childhood, 53 (2021) 3, S.279-296 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mihai, Alina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-021-00296-6
Schlagwörter	Teacher Student Relationship; Preschool Teachers; Preschool Children; Books; Classroom Communication; Adults; Interaction; Vocabulary Development; Language Acquisition; Early Reading; Preschool Education + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Book; Buch; Monographie; Monografie; Klassengespräch; Interaktion; Wortschatzarbeit; Sprachaneignung; Spracherwerb; Frühlesen
Abstract	Language learning is an important developmental experience for young children during their preschool years, and book reading is an important context for promoting this growth. Book reading introduces children to a wider range of words than is evident in typical conversations and provides meaningful opportunities to practice using new words in conversations with peers and adults to support vocabulary development. However, rather than just assuming that the frequency of book reading is important, the quality of the adult's reading style is believed to be most influential to foster children's vocabulary learning. In the present study, conversation analysis was applied to analyze teacher-child language interactions during whole-class repeated book reading in two preschool classrooms. Using detailed transcripts of book reading activities, the study examined the core practices for vocabulary learning as observed in classroom talk. Exploring classroom interactions in such detail can inform early childhood educators about how to promote vocabulary development in their classrooms by incorporating these practices. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01