Exploring Types of Educational Classroom Talk in Early Childhood Education Centres

Autor/inn/en	Muhonen, Heli; Verma, Priti; von Suchodoletz, Antje; Rasku-Puttonen, Helena
Titel	Exploring Types of Educational Classroom Talk in Early Childhood Education Centres
Quelle	In: Research Papers in Education, 37 (2022) 1, S.30-51 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rasku-Puttonen, Helena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2020.1784259
Schlagwörter	Child Care Centers; Early Childhood Education; Classroom Communication; Communication Skills; Teacher Student Relationship; Preschool Teachers; Preschool Children; Video Technology; Learning Activities; Discourse Analysis; Feedback (Response); Child Development; Foreign Countries; Language Acquisition; United Arab Emirates + Suchen Sie Ihr Suchwort? Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Klassengespräch; Kommunikationsstil; 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; Lernaktivität; Diskursanalyse; Kindesentwicklung; Ausland; Sprachaneignung; Spracherwerb; Vereinigte Arabische Emirate
Abstract	Educational classroom talk is beneficial for children's learning and communicative development (Alexander 2018); however, current research has focused predominantly on classroom talk starting at the primary school level. This study explored types of educational classroom talk between teachers and children as early as in early childhood education (ECE) in the United Arab Emirates. It also examined variations in the occurrence of different types of classroom talk, depending on activities and content areas. Twenty-nine video-recorded and transcribed sessions from 11 ECE classrooms serving three- to four-year-old children were analysed; the analysis was partly theory driven and partly data driven with respect to communicative acts, events, and situations. Four types of educational classroom talk were identified: initiation-response-feedback (IRF), open naming, open informal discussion, and teacher-directed exploration. IRF dominated the interactions across all content areas and activities. More extended exchanges between teachers and children occurred predominantly in small-group activities. No strictly defined educational teacher-student dialogue was found. The study showed variations in educational classroom talk in ECE settings and suggests that there is an urgent need to increase extended educational classroom talk between teachers and children in the early stages of pre-primary education to support children's development and learning. (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