ERIC Number: ED399053
Record Type: Non-Journal
Publication Date: 1995
Reference Count: N/A
Staff-Child Interactions: A Vygotskian Perspective. Accreditation and Beyond Series, Volume I.
Taking a Vygotskian perspective, this monograph focuses on the quality of interaction between children and staff in Australian child care and education programs. Aspects of quality interaction are presented through examples of interaction and through personal stories of staff analyzing their interactional patterns through video and audiotapes. Section 1, "When Adult Talk is Quality Interaction," describes characteristics of quality interaction, focusing on the interaction's context, its temporal focus, children's level of interest, and the level of response required. Section 2, "Establishing Common Knowledge," emphasizes seeking information from parents as a basis for interaction. Section 3, "Listening to Children," highlights listening and responding to children and suggests using tape recording to analyze one's communication practices. Section 4, "Positive Modelling," describes how one child care worker used a tape recording of his interactions to identify positive and negative statements, while section 5, "Warm and Friendly Interactions," discusses using videotapes to analyze staff interactions with infants. Section 6, "Children as Individuals," examines how a child-centered philosophy may obscure practices that promote highly gender-biased attitudes and behavior and how gender equity programs may counteract socialization of gendered behavior by children. Section 7, "Staff Interact with Children to Stimulate Curiosity and Thinking," discusses scaffolding to interact with children in their zone of proximal development. Section 8, "Socially Constructed Learning," lists characteristics of the staff role, the child role, and how learning is viewed. The conclusion section lists questions for self-analysis regarding staff interaction with young children. Contains 23 references. (KDFB)
Descriptors: Constructivism (Learning), Day Care, Discourse Analysis, Early Childhood Education, Foreign Countries, Interaction, Interpersonal Communication, Parent Participation, Scaffolding (Teaching Technique), Sex Role, Teacher Student Relationship, Young Children
Australian Early Childhood Association, Inc., P.O. Box 105, Watson, Australian Capital Territory, 2602, Australia ($15.95 Australian dollars. Discount on quantity orders).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Authoring Institution: Australian Early Childhood Association, Inc., Watson.
Identifiers - Location: Australia