NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1026343
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0300-4430
Children's Talking and Listening within the Classroom: Teachers' Insights
Bosacki, Sandra; Rose-Krasnor, Linda; Coplan, Robert J.
Early Child Development and Care, v184 n2 p247-265 2014
Research suggests that social communication (verbal and non-verbal) plays a key role in students' and teachers' elementary-school experiences. Within the framework of sociocognitive developmental theory, this qualitative study investigates teachers' experiences and perceptions of children's talking and listening habits within the elementary-grade school classroom. Five Canadian elementary-school educators (three female, two male) discussed their perceptions of young children's talking and listening behaviours in the classroom. Results indicate that the actions of both talking and listening play a key role in students' and teachers' learning experiences in the classroom. Implications for inclusive and developmentally appropriate curriculum are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A