A typical morning in preschool: Observations of teacher–child interactions in German preschools

Suchodoletz, Antje von; Fäsche, Anika; Gunzenhauser, Catherine; Hamre, Bridget K.

doi:10.1016/j.ecresq.2014.05.010

Cited by 150 publications

(97 citation statements)

References 50 publications

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“…The average level of instructional support was low in our sample, and thus, there is a considerable room for improvement. The low average level of instructional support found in our sample is in line with other results from Germany (von Suchodoletz et al, 2014; Stuck et al, 2016) and the United States (Hamre et al, 2014). Further studies may reveal what specific features of instructional support are supportive of DLL’s morphological sills, and whether the level of instructional support is also positively related to other language or literacy domains of DLLs.…”

Section: Discussionsupporting

confidence: 92%

Expressive Morphological Skills of Dual Language Learning and Monolingual German Children: Exploring Links to Duration of Preschool Attendance, Classroom Quality, and Classroom Composition

et al. 2018

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A growing body of research has been documenting environmental factors that support preschoolers’ vocabulary skills. However, less is known about how environmental factors are related to morphological skills of dual language learners (DLLs) and single language learners (SLLs). We examined connections with preschool experiences by investigating the effects of duration of preschool attendance, classroom quality, and classroom composition variables (percentage of DLLs and percentage of children from families with a low socio-economic status) on preschoolers’ expressive morphological skills. Several multilevel regression models were estimated using cross-sectional data from 835 children (n = 255 DLLs) aged 30–47 months. These children were nested in 169 preschool classrooms in Germany. As a control task, we also investigated children’s phonological processing abilities, for which we found, as expected, no differences between DLLs and SLLs. Our main finding was that DLL children scored lower in expressive morphological skills than their German monolingual peers, but this difference was considerably smaller in classrooms that scored high in instructive teacher–child interactions (measured by the Classroom Assessment Scoring System for pre-kindergarten children; CLASS Pre-K). Taken together, these results support the notion that supportive teacher–child instructive interactions have a positive impact on the development of DLLs’ morphological skills.

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Section: Discussionsupporting

confidence: 92%

Expressive Morphological Skills of Dual Language Learning and Monolingual German Children: Exploring Links to Duration of Preschool Attendance, Classroom Quality, and Classroom Composition

et al. 2018

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“…These interactions are often based on the teacher's closed question and the subsequent correct responses by the children (Rasku-Puttonen et al, 2012). We find little support of teachers for children's efforts to develop the topic of communication; teachers' strategies are focused on specific outputs (Suchodoletz et al, 2014). PT: Now we will explain why this is so.…”

Section: The Teacher's Controlmentioning

confidence: 99%

“…Preschool education remains a marginal point of interest to researchers. A large and still unsolved question concerns the features of the unscripted communication between teachers and children in kindergartens (Průcha et al, 2016;Suchodoletz et al, 2014). Discourse and the structure of dialogues are explored neither in preschool environment nor in primary education (Rasku-Puttonen et al, 2012).…”

Section: Methodsmentioning

confidence: 99%

Children’s Initiations in Communication with Preschool Teachers

Navrátilová

2017

Acta Technologica Dubnicae

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Abstract:Introduction: This paper deals with an important aspect of preschool teachers' everyday professional life -interacting with children during educational activities in kindergarten environment. The research of real situations in kindergarten, still rare in Czech pedagogical discourse, indicates the limitedness of preschool teachers' communication following already fixed communication structures and patterns. There is not much evidence that teacher-child communication in kindergarten is initiated by children with any frequency. The aim of our research study is to describe preschool children's initiations in communication with preservice preschool teachers and identify teachers' strategies in mutual communication. Methods:The research is based on qualitative analysis of data obtained through participated unstructured observation (37 video recordings of micro educational situations with the duration of 3 to 15 minutes were collected) and written reflection of pre-service preschool teachers (55 participants). Each part of the observation took place in a different class of a standard kindergarten. In one case, it was a homogeneous class of children aged 5-6 years, and in the second, a heterogeneous class with children aged between 3 and 5 years. Our data material in the form of written reflections and transcribed video recordings was then processed through the qualitative content analysis. Results: Research results show children breaking the communication structure managed by the teacher, and the teacher's strategies in these situations. We identified five main circumstances of preschool children's initiations as communicating their own experiences or associations related to the topic presented by the teacher. Discussion: Our findings show a certain range of responses of future teachers to children's initiation in interaction during educational activities. Besides evidence of releasing communication in terms of teacher management, less suitable kinds of responses to children's initiation appear. The teacher is not able to give up control over the ongoing communication.Limitations: Selected research sample consists of pre-service teachers, who represent only a partial sample of potential interactions in the kindergarten environment. Thus, to some teachers, the findings apply only partially in practice; with other teachers, we could possibly expand our research even deeper. This choice to use only a partial sample reflects both practicality and the need to improve the competence of future teachers through recording their unscripted interactions with children.

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“…The Teaching Through Interactions framework is also the main theoretical framework referred to in discussing classroom quality in this study. There is a growing body of ongoing research concerning different age groups in different European countries using the teaching Through Interactions framework, and the CLASS measure (e.g., Cadima, Leal, & Burchinal, 2010;Cadima, Peixoto, & Leal, 2014;Pakarinen et al, 2010;Slot, Leseman, Mulder, & Verhagen, 2014;von Suchodoletz et al, 2014), which indicates the importance of understanding process quality also in terms of teacher-child interactions in the broader realm of educational research, as well as indicating the validity of the CLASS measure and the Teaching Through Interactions framework outside the United States. Classroom quality has also been described in terms of child-centred vs teacherdirected practices (e.g., Perry, Donohue, & Weinstein, 2007;Stipek & Byler, 2004).…”

Section: Teachers' Contribution To Classroom Process Qualitymentioning

confidence: 99%

Teachers' contribution to the social life in Finnish preschool classrooms during structured learning sessions

Salminen

Hännikäinen

Poikonen

et al. 2013

Early Child Development and Care

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A typical morning in preschool: Observations of teacher–child interactions in German preschools

Cited by 150 publications

References 50 publications

Expressive Morphological Skills of Dual Language Learning and Monolingual German Children: Exploring Links to Duration of Preschool Attendance, Classroom Quality, and Classroom Composition

Expressive Morphological Skills of Dual Language Learning and Monolingual German Children: Exploring Links to Duration of Preschool Attendance, Classroom Quality, and Classroom Composition

Children’s Initiations in Communication with Preschool Teachers

Teachers' contribution to the social life in Finnish preschool classrooms during structured learning sessions

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