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ERIC Number: ED354063
Record Type: Non-Journal
Publication Date: 1992
Pages: 24
Abstractor: N/A
Reference Count: N/A
Pragmatic Language in Early Childhood Education: Behavior and Thought in Teaching.
Morgan, Harry
A study of language interactions between teachers and students in early childhood (K-3) settings examined teacher responses that encouraged, prevented, or stopped a child's attempts to participate in language interactions with the teacher. Thirty early childhood teachers were observed for 90 sessions of language arts instruction. Tabulations were made for the modes of instructing and for controlling the relationship between the learner and the environment. Tabulations were also made for four categories during oral exchanges between teacher and student: (1) sustaining, in which the teacher makes a neutral comment or a brief passing response that acknowledges the student's oral contribution without influencing the student; (2) extending, in which the teacher encourages an expansion of the student's thought and language by challenging, giving information, or adding new materials; (3) changing, in which the teacher redirects the student's thought and language toward new ideas, materials, or activities while keeping the student engaged; and (4) stopping, in which the teacher limits or halts the student's ideas and language verbally or nonverbally, with the intent of disengaging the student. Findings revealed a significant linear relationship between the instructing mode, and the extending and sustaining categories in all grades. The most significant interactions between modes and categories occurred in kindergarten, and the least significant in grade two. Kindergarten and grade one had the highest incidents of extending and sustaining in the instructing mode. Language that functioned to stop teacher-student interaction was only significant in grade two. (HOD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A