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ERIC Number: ED286661
Record Type: RIE
Publication Date: 1987
Pages: 32
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Dependencies between Teacher-Child and Child-Child Contingent Verbal Behaviors in Two Preschool Programs.
Fowell, Nancy; Lawton, Joseph T.
This study examined the language of teachers and children during small group instruction in two cognitively oriented preschools. A total of 22 small group instruction sessions were videofilmed in each preschool. Lesson relevant utterances from the 44 videotapes were coded for grammatical and cognitive variables. In an examination of five specific verbal contingencies, all involving the use of questions, frequency data were analyzed using a lag-one sequential analysis procedure. Findings indicated that no dependency existed between teachers' open-form questions and children's verbal reference to a self-performed mental operation in both programs. However, significant dependencies did exist between (1) the posing of questions by teachers and children's verbal responses in both programs; (2) children's questions to classmates and an immediate peer response in one program; (3) teachers' process questions and children's verbal reference to a self-performed mental operation in both programs; and (4) teacher's closed-form questions and children's verbal reference to a self-performed mental operation in one program. The effectiveness or ineffectiveness of various questions is discussed in terms of the different instructional procedures employed in the two preschool programs. Implications for teachers are pointed out. (Author/RH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Wisconsin Univ., Madison. School of Family Resources and Consumer Sciences.