NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ866226
Record Type: Journal
Publication Date: 2009-Jul
Pages: 14
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-0300-4430
Do Preschool Teachers Consider Inferences for Book Discussions?
Scheiner, Esther Y.; Gorsetman, Chaya
Early Child Development and Care, v179 n5 p595-608 Jul 2009
This study examined whether or not preschool teachers attended to instances requiring inference-making in story books. Thirty-one preschool teachers were asked to read three fictional story books and to identify parts of the story that would be difficult for young children to interpret. Additionally, they were asked to construct questions that they would ask three to five year olds about the stories during classroom book reading. As expected, in many instances, teachers did not identify the need for inference-making as a part of the stories that would require explanation, and did not generate analytical questions about inferences to be directed at young children. Results indicated that there were no differences between types of teacher responses on the basis of educational level or years of teaching experience. The outcomes are discussed in terms of young children's cognitive and language abilities and suggest that preschool teachers need to be made aware of young children's limited understandings of non-literal language to promote comprehension of books in the classroom. (Contains 1 table.)
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: Higher Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York