Preschool Talk: Patterns of Teacher-Child Interaction In Early Childhood Classrooms

Dickinson, David K.; Smith, Miriam W.

doi:10.1080/02568549109594819

Cited by 38 publications

(24 citation statements)

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“…Of the 1,682 educator questions coded in this study, management questions composed the largest proportion, a finding corresponding to previous research investigating more general characteristics of preschool teachers' language use (Dickinson, 2001c;Dickinson et al, 1992;Dickinson & Smith, 1991;Kontos, 1999); these studies have shown that the language typically experienced by children in the preschool classroom is predominantly of a management nature. As this study shows, more cognitively challenging questions represented only a small proportion of the language children experienced in the at-risk preschool classroom, representing about 10% of preschool educators' utterances.…”

Section: Discussionmentioning

confidence: 89%

“…Despite the likely importance of children's exposure to cognitively challenging talk within the preschool classroom, studies have shown that preschool teachers' language is highly variable in the levels of complexity displayed and that teachers show considerable individual differences in their use of cognitively challenging language (Dickinson, 2001c;Dickinson, DeTemple, Hirschler, & Smith, 1992;Dickinson & Smith, 1991;Kontos, 1999). Studies have also shown that preschool teachers' 344 MASSEY, PENCE, JUSTICE, BOWLES language use within the classroom typically centers on providing children assistance in obtaining items, managing behavior, supporting children in peer relations, praising children, and providing instructions for task completion (e.g., Dickinson, 2001c).…”

Section: Goals Of This Studymentioning

confidence: 98%

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Educators' Use of Cognitively Challenging Questions in Economically Disadvantaged Preschool Classroom Contexts

Massey

Pence

Justice

et al. 2008

Early Education & Development

121

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Section: Discussionmentioning

confidence: 89%

Section: Goals Of This Studymentioning

confidence: 98%

Educators' Use of Cognitively Challenging Questions in Economically Disadvantaged Preschool Classroom Contexts

Massey

Pence

Justice

et al. 2008

Early Education & Development

121

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“…For example, book reading is found to be positive when the reading experiences have an interactive component, such as opportunities for additional discussion and questioning surrounding the book reading Dickinson & Smith, 1991Klesius & Griffith, 1996;Morrow, 1984;Senechal, Thomas, & Monker, 1995;Whitehurst et al, 1988). Positive effects are also found when follow-up activities, such as story reconstruction, are used (Bennett, 1984;Karweit, 1989Karweit, , 1994.…”

mentioning

confidence: 89%

“…These aspects include receptive language, expressive language, vocabulary, sentence imitation, and story comprehension DeBaryshe, 1993;Bennett, 1984;Dickinson & Smith, 1991Karweit, 1989Karweit, , 1994Morrow, l9,84,1985aY 1985bMorrow & Smith, 1990;Senechal & Cornell, 1993;Whitehurst, Falco , Lonigan, Fischel, DeBaryshe, Valdez-Menchaca, & Caulfield, 1988;Whitehurst, Arnold, Epstein, Angell, Smith, & Fischel, 1994;Whitehurst, Epstein, Angell, Crone, & Fischel, 1994).…”

mentioning

confidence: 99%

An Exploratory Study of the Effects of Storybook Reading in Preschool on Language and Early Literacy Skills

Schetz¹,

Stremmel²,

Murphy³

et al. 2000

NHSA Dialog

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An exploratory study examined some of the book-reading dimensions (e.g., interactive book reading followed by story retelling, the effects of reading stories to small versus large groups, and the effects of repeated reading) considered most beneBcial for developing language competence, an important prerequisite of literacy acquisition. The purpose was to determine the effects of an interactive book reading and story retelling approach (child-centered strategy) used with both small and large groups on story comprehension and narrative-skill development. Eighty-six children enrolled in six Head Start classrooms participated in the 8-week study. No signif cant differences were found in posttest means on any of the language competence measures analyzed. On the other hand, descriptive data collected through teacher interviews suggested a favorable impact on language and early literacy skills when interactive book reading followed by retelling and repeated reading are incorporated into book-reading experiences for preschool children.earning to read is a complex process which includes many compo-

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“…Studies that have investigated the language experience of children in preschool classrooms have tended to focus on teacherϪchild talk rather than on peer talk (Tizard and Hughes 1984;Dickinson and Smith 1991;Evaldsson 1993). The focus was on pragmatic peer talk from a cross-cultural perspective.…”

Section: Introductionmentioning

confidence: 99%

How do preschool children engage each other in dialogue in Finland, Estonia and Sweden?

Tryggvason

Tulviste

Geer

2008

Mult

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The present study compares preschool children in Finland, Estonia and Sweden regarding linguistic structures with which children in dyads elicited talk from each other in a naturalistic play activity. Nineteen Finnish (mean age 5.1), 19 Estonian (mean age 5.4) and 17 Swedish (mean age 5.1) same-sex pairs were video-recorded by a native researcher. Analyses of the results showed that children in different groups produced quite a similar number of utterances and eliciting talk structures. The Swedish and Finnish children used most yes-no questions, whereas the Estonian children had the highest occurrence of open questions. Imperative as well as elliptic structures were used by the Finnish children to a significantly higher extent than by the Swedish children. In summary, the groups differed less from each than was predicted on the basis of adultϪchild interaction. The results suggested that the symmetrical childϪchild free play context affected the choice of eliciting talk structures.A further study could focus on question content and shed some light on how questions fulfill different functions in child dyads and how they support and construct the activity.

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Preschool Talk: Patterns of Teacher-Child Interaction In Early Childhood Classrooms

Cited by 38 publications

References 0 publications

Educators' Use of Cognitively Challenging Questions in Economically Disadvantaged Preschool Classroom Contexts

Educators' Use of Cognitively Challenging Questions in Economically Disadvantaged Preschool Classroom Contexts

An Exploratory Study of the Effects of Storybook Reading in Preschool on Language and Early Literacy Skills

How do preschool children engage each other in dialogue in Finland, Estonia and Sweden?

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