ERIC Number: ED389437
Record Type: RIE
Publication Date: 1993-Apr
Reference Count: N/A
Pragmatic Language in Early Childhood Education: Behavior and Thought in Teaching.
Through observation of teacher language responses, this study examined interaction practices that inhibited, ended, or sustained children's classroom participation. Thirty early childhood educators were observed during 105 30-minute language art classes; 998 female and 1,188 male K-4th grade students were observed. Interactions were coded into one of two modes, instruct or manage, and further categorized as sustain, extend, change, or stop. Results showed a significant relationship between the instruct mode and extend and sustain interactions; this correlation was strongest in fourth grade and weakest in first grade. Language that stopped interactions was only significant in fourth grade; fourth grade also showed the most language interaction overall. In early grades, teachers' language interactions stimulate active student language participation. (Contains 25 references.) (JW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: For earlier version of this paper, see ED 354 063. Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).