ERIC Number: EJ1087982
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 57
Does Pedagogical Documentation Support Maternal Reminiscing Conversations?
Fleck, Bethany; Richmond, Aaron S.; Sanderson, Jordace; Yacovetta, Sara
Cogent Education, v2 n1 Article 1124824 2015
When parents talk with their children about lessons learned in school, they are participating in reminiscing of an unshared event. This study sought to understand if pedagogical documentation, from the Reggio Approach to early childhood education, would support and enhance the conversation. Mother-child dyads reminisced two separate times about preschool lessons, one time with documentation available to them and one time without. Transcripts were coded extracting variables indicative of high and low maternal reminiscing styles. Results indicate that mother and child conversation characteristics were more highly elaborative when documentation was present than when it was not. In addition, children added more information to the conversation supporting the notion that such conversations enhanced memory for lessons. Documentation could be used as a support tool for conversations and children's memory about lessons learned in school.
Descriptors: Memory, Recall (Psychology), Mothers, Reggio Emilia Approach, Early Childhood Education, Parent Child Relationship, Preschool Children, Coding, Interpersonal Communication, Parent Role, Child Role, Documentation, Transcripts (Written Records), Questionnaires
Cogent OA. Available from: Taylor & Francis Group. 284 Park Square Milton Park, Abingdon, Oxfordshire, OX14 4RN, UK. Tel: +44-20-7017-6000; e-mail: info@CogentOA.com; Web site: http://cogentoa.tandfonline.com/journal/oaed20
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Authoring Institution: N/A