Extended Dialogues in Establishing Children-Teacher Play: The Pattern of Initiation-Challenge-Extension (ICE)

Autor/in	Kultti, Anne
Titel	Extended Dialogues in Establishing Children-Teacher Play: The Pattern of Initiation-Challenge-Extension (ICE)
Quelle	In: Journal of Early Childhood Research, 21 (2023) 4, S.510-523 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kultti, Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X231185436
Schlagwörter	Play; Teacher Student Relationship; Classroom Communication; Discourse Analysis; Sociocultural Patterns; Learning Activities; Preschool Children; Preschool Teachers; Early Childhood Education; Video Technology; Verbal Communication; Dialogs (Language); Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Spiel; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Diskursanalyse; Soziokulturelle Theorie; Lernaktivität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Dialog; Dialogs; Dialogue; Dialogues; Ausland; Schweden
Abstract	In studies of classroom discourse in early childhood education and care (ECEC), a dominance of the communicative pattern of initiation, response, follow-up (IRF) is shown, and a need of knowledge about extensive dialogue for meaning making is argued. In the present study, communication between children and teacher(s) in play is consider as a form educational discourse mediating language learning. The study, informed by a sociocultural perspective aims to contribute to the knowledge of pattern of establishing a pedagogical dialogue in play activities. What characterizes the communication establishing a joint play in which children come to participate in extensive dialogues is clarified through reanalyzing video-documented data from a project concerning play, learning and teaching in ECEC. The analysis implies a pattern of ICE: children initiating a play (I)--a teacher challenging the initiative (C)--children expanding the content (E). The function of challenging is understood as the critical contribution for opening for and expanding the children's verbal participation. A conclusion of changing the follow-up from evaluating to expanding in a pedagogical dialogue is recommended to study further in different contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01