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ERIC Number: EJ862863
Record Type: Journal
Publication Date: 2009-Nov
Pages: 20
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-0163-853X
Teacher-Children Interaction and Concept Development in Kindergarten
Rosemberg, Celia Renata; Silva, Maria Luisa
Discourse Processes: A Multidisciplinary Journal, v46 n6 p572-591 Nov 2009
This article analyzes the interaction between teachers and children in kindergarten classrooms in order to identify and describe the discursive strategies of teachers that retrieve children's previous expressions to clarify and specify concepts represented in them. Data analyzed include 90 situations of teacher-children exchanges in 7 kindergarten classrooms located in marginal urban neighborhoods in the outskirts of the city of Buenos Aires, Argentina. The analysis followed a qualitative procedure: the constant comparative method (Glaser & Strauss, 1967; Strauss & Corbin, 1991). This allowed the authors to identify and describe the various ways in which teachers reconceptualize information offered by the children in ways that allow them to gradually specify, define, and characterize concepts underlying the words they use, albeit with a limited meaning. It also leads children to develop a finer differentiation and integration between concepts. Such development promotes processes of generalization and construction of hierarchical taxonomies. (Contains 2 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Argentina (Buenos Aires)