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ERIC Number: EJ813814
Record Type: Journal
Publication Date: 2008-Oct
Pages: 16
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-0957-5146
Teacher-Involved Conversations with Young Children during Small Group Activity
Durden, Tonia; Dangel, Julie Rainer
Early Years: An International Journal of Research and Development, v28 n3 p251-266 Oct 2008
This qualitative study examines the conversations of two preschool teachers with two- and three-year-old children during small-group activity settings in two high-quality child development centers. Using interviews, observations and videotaping of small-group activities, the conversations are characterized in terms of the kind and function of language, the usage of cognitive demands and the reciprocal nature of these conversations. The findings indicate that teachers use declarative statements primarily to manage instruction and encourage language development. While teachers control most conversations, teacher-child reciprocity is evident and more genuine in authentic, teacher-guided activities. In both classrooms, the language during small-group activities is characterized as having low cognitive demands. Teachers and teacher educators need to be more cognizant of their language, including its purpose and opportunities to facilitate cognitively challenging conversations with young children. Recommendations for practice are provided. (Contains 3 tables.)
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: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A