A Review of Reminiscing in Early Childhood Settings and Links to Sustained Shared Thinking

Neale, David E.; Pino-Pasternak, Deborah

doi:10.1007/s10648-016-9376-0

Cited by 19 publications

(14 citation statements)

References 80 publications

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“…According to the philosopher M. Bakhtin, the derivative of this sociocultural phenomenon is the meaning (Bakhtin, 1986). The importance of dialogue for the development of consciousness and speech was studied by the philosopher M. Mamardashvili, who showed that the consciousness of each person develops within a cultural whole, in which the experience of the activity, communication and world perception crystallizes (Mamardashvili, 1990;Neale, Pino-Pasternak, 2017). O. Ushakova demonstrated the important role of speech in the children's familiarization with the environment and setting up the system of connections with it in the process of the language personality formation (Ushakova, 2018; Rockestein, 2015).…”

Section: Problem Statementmentioning

confidence: 99%

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Readiness Of Teachers To Dialogue In The Educational Environment: Problem Statement

Merzlikina¹

2018

The European Proceedings of Social and Behavioural Sciences

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The authors raise the problem of the readiness of a modern teacher for expanding interaction and communication with children in a sociocultural educational environment. The essence of pedagogical communication is revealed in the context of a dialogical approach. The development of the teacher's relationship with children in the educational environment is viewed as a complex dialectical process and identifies a number of criteria for its study: the purpose, motive, content, ways, mediators and meanings of interaction, forms of organization. The authors study the main problem of dialogue (interpretation, mutual understanding) and characterize the language as a communication space, and speech as the main "tool" of mutual understanding. The concepts of promoting, co-creation, and socio-cultural experience are revealed in their interrelation from the standpoint of a dialogical approach. The paper substantiates the vector of the transition from promotion to co-creation, aimed at amplifying the child's social and cultural experience, taking into account age opportunities, individual characteristics and the educational request of the family. The paper includes the results of the questionnaire survey of 1230 teachers from six regions of the Russian Federation, who have different teaching experience. The authors make a significant conclusion that the basis for a modern teacher's preparedness for dialogue is the ability to model a sociocultural educational environment that flexibly combines the external and internal space of interpersonal communication.

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Section: Problem Statementmentioning

confidence: 99%

“…The perception by teachers of their role as emotional socializers is important as well (Zinsser, Shewark, Denham, Curby, 2014), especially for young children when the emotionality, content and meaning of adult language play a major role in developing consciousness (Neale, Pino-Pasternak, 2017).…”

Section: Problem Statementmentioning

confidence: 99%

Readiness Of Teachers To Dialogue In The Educational Environment: Problem Statement

Merzlikina¹

2018

The European Proceedings of Social and Behavioural Sciences

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“…For example, global measures of maternal responsiveness have been linked with children's effortful control (Kochanska et al 2000;Kochanska et al 2008;Kochanska and Aksan 2004;Vallotton 2009). To really understand the social mechanisms that facilitate developmental change it is necessary to look at behaviour at the micro-level, on an utterance-by-utterance basis (Neale and Pino-Pasternak 2016). In this regard, micro-level codes can begin to address questions about mechanisms that macro-level coding cannot address.…”

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confidence: 99%

“…In addition, we were concerned to see if capturing maternal scaffolding at a more nuanced level would result in the detection of continuity in scaffolding behaviour over time. However, there are more advantages to be derived from the level of detail micro-coding provides (for examples, see Neale and Pino-Pasternak 2016).…”

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confidence: 99%

Maternal scaffolding during play with 12- to 24-month-old infants: stability over time and relations with emerging effortful control

Neale

Whitebread

2019

Metacognition Learning

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There is evidence that parents could influence the development of their children's effortful control in infancy through social interaction. Playful interactions in infancy often involve scaffolding -i.e. the parental provision of support and modelling for problem solving and learning during play. However, previous research has found little consistency over time in this type of parental scaffolding behaviour with infants. The present study had two aims. The first aim was to use a new, tiered coding system to assess the consistency of maternal scaffolding across toys (at the same time point) and over time. The second aim was to assess whether features of parental scaffolding related to concurrent or future measures of child effortful control. Thirty-six motherchild dyads engaged in joint play when children were 12, 18 and 24 months old. The following inhibitory/effortful control tests were administered: The 'Grasping Task', an object-retrieval task using a spoon laden with food at 12 months; Two delay of gratification tasks (Snack Delay and Gift Delay) at 24 months. The Bayley Scales of Infant Development Cognitive Scale was administered at 18 months. Maternal propensity to scaffold was the scaffolding behaviour that showed most consistency across toys and over time. Maternal contingency at 12 months predicted children's effortful control at 24 months. Sequential analysis indicated that maternal contingent interventions leading to children's successful actions could be the developmental mechanism underpinning the relationship between contingency and later effortful control. Maternal behaviour during play could lay the foundations for the strategic regulation of cognition and behaviour.

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“…A study of the how, through a fine-grained investigation of interactions, can provide the specific pedagogical practices related to high quality (Neale & Pino-Pasternak, 2016). For example, studies identify the macro perspective of "warm interactive relationships" (Sylva, Melhuish, Sammons, Siraj-Blatchford, & Taggart, 2004a, p. 1) as one effective practice but they do not provide us with the fine-grained details,…”

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confidence: 99%

Teacher Talk: "I wonder..." Request Designs

Houen¹

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High quality early education programs are underpinned by teacher-child interactions that seek to support children's engagement with knowledge. A key pedagogical strategy, in such programs, is the use of questioning. This study used ethnomethodology and conversation analysis to undertake a fine-grained investigation of 170 hours of video recorded classroom data from 9 preschools to investigate teacher-child interaction. Findings explicate how teachers use various request designs in their interactions with children. One of the designs identified was the 'I wonder…' formulation, which was shown to be an interactional device that teachers used to engage with factual knowledge and create opportunities for children to enact their agency. Findings of the thesis are presented through three papers written for publication. Collectively, the study identified how teachers design their requests in their interactions with children. One strategy, the 'I wonder…' formulation was shown to create opportunities for children's enactment of their agency and to foster children's contributions of their knowledge in discussion with teachers. Knowledge about pedagogical interactions, such as 'I wonder…' formulations enable teachers to make intentional decisions about the interactional resources they select. Building and using a repertoire of pedagogic strategies to encourage children's contributions to discussions and agency is demonstrable evidence of high quality teacher-child interactions. Findings have implications for the broader quality agenda in early childhood education.

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A Review of Reminiscing in Early Childhood Settings and Links to Sustained Shared Thinking

Cited by 19 publications

References 80 publications

Readiness Of Teachers To Dialogue In The Educational Environment: Problem Statement

Readiness Of Teachers To Dialogue In The Educational Environment: Problem Statement

Maternal scaffolding during play with 12- to 24-month-old infants: stability over time and relations with emerging effortful control

Teacher Talk: "I wonder..." Request Designs

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