Reminiscing and future talk conversations between young children, their early childhood educators and mothers

Andrews, Rebecca; Bergen, Penny Van; Wyver, Shirley

doi:10.1016/j.ecresq.2019.07.005

Cited by 11 publications

(8 citation statements)

References 61 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this literature, the quality of the dialogue is described in terms of content (emotion-related utterances) and elaborative style (scaffolding of the conversation, for example through the use of "wh-" questions). First research shows that teachers differ in elaborative style and that this difference is linked to children's own contributions to the conversation (Andrews, Van Bergen, & Wyver, 2019).…”

Section: Teacher Emotion Talk and Teacher-child Emotion Dialoguesmentioning

confidence: 99%

Teachers as co-regulators of children’s emotions: A descriptive study of teacher-child emotion dialogues in special education

Spilt

Bosmans

Verschueren

2021

Research in Developmental Disabilities

View full text Add to dashboard Cite

Section: Teacher Emotion Talk and Teacher-child Emotion Dialoguesmentioning

confidence: 99%

Teachers as co-regulators of children’s emotions: A descriptive study of teacher-child emotion dialogues in special education

Spilt

Bosmans

Verschueren

2021

Research in Developmental Disabilities

View full text Add to dashboard Cite

“…Although research to date has predominantly considered parents as scaffolding agents, tenets of the Sociocultural Model of Autobiographical Memory can be readily applied to other significant adults in children’s lives, namely educators, who also scaffold and support children as they engage together in reminiscing of shared past events and discussions about future event possibilities (Andrews et al, 2019). In this way, educators too are assisting children to construct individualised personal timelines extending into the past and future.…”

Section: Early Childhood Educators As Reminiscing and Future Talk Conmentioning

confidence: 99%

“…Early childhood educators, through their training at both tertiary degree or diploma levels, are cognisant of the importance of engaging in meaningful conversations with children (Jovanovic et al, 2016; Kingston et al, 2013; Sylva et al, 2004). Therefore, as educators in their reminiscing and future talk conversations focus on eliciting memory information about past events and predictions about future actions and possibilities for future events from the children (Andrews et al, 2019), they may also recognise the importance of expanding upon their ideas by adding interesting input and asking challenging questions (Chen & de Groot Kim, 2014). Educators are also aware of the importance of being responsive (Cabell et al, 2015), and may therefore include frequent affirmations to encourage ongoing participation by children in conversations.…”

Section: The Present Studymentioning

confidence: 99%

“…We previously reported on educators’ elaboration and repetition in past and future talk conversations (Andrews et al, 2019) and on educators’ use of mental state language (Andrews et al, 2020). However, in this paper we focus on how educators engaged children in decontextualised event conversations using questions, contextual statements, evaluations and prompts.…”

Section: Analysesmentioning

confidence: 99%

“…Conversations about decontextualised events occur frequently in early childhood education and care centres as educators and children reflect on past events and plan for future events within the context of daily practice. Such conversations, which necessarily extend upon or are removed from the present circumstances, offer an opportunity for educators and children to reminisce and reflect on past experiences, to draw connections between the past and the present, and to anticipate and propose ideas about future actions or possibilities (Andrews et al, 2019). To date, however, little research has considered the content of these decontextualised conversations in educational settings.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Characteristics of educators’ talk about decontextualised events

Andrews

Bergen

2020

Australasian Journal of Early Childhood

Self Cite

View full text Add to dashboard Cite

This study investigated the characteristics of educators’ talk about decontextualised events with young children in seven early childhood long day care centres in Sydney, Australia. Educators were partnered with up to six children aged between 27 and 60 months. Across two time points, 85 educator–child dyads discussed past and future events. Educators’ use of questions, contextual statements, evaluations and prompts and children’s use of questions, open-ended responses, yes-no responses and spontaneous information statements were examined. Educators’ evaluative statements were highly correlated and educators’ questions were moderately correlated with children’s open-ended responses in past event conversations. Educators’ evaluative statements were highly correlated with children’s open-ended responses in future event conversations and were the only significant predictor for children’s talk. Given the important role of educators in scaffolding children’s thinking and communication skills, the recommended strategies for educators’ talk in decontextualised conversations include: sharing the conversational load, making frequent contextual statements and following the child’s lead/interests.

show abstract

Maternal reminiscing during middle childhood: Associations with maternal personality and child temperament from the Growing Up in New Zealand cohort study.

Swearingen,

Reese,

Garnett

et al. 2023

Developmental Psychology

View full text Add to dashboard Cite

The way that mothers talk about the past (reminisce) with young children is linked to key memory, language, and socioemotional outcomes. The present research explored the role of a range of child, maternal, socioeconomic, and cultural factors that predict maternal reminiscing style, with a particular focus on maternal personality and child temperament. A total of 1,404 mother-child dyads from the prebirth longitudinal cohort study Growing Up in New Zealand (https://www.growingup.co.nz) participated in a reminiscing task about a negative event when children were 8 years old. This broader cohort is broadly representative of the New Zealand population in terms of maternal ethnicity and socioeconomic status. Conversations were scored using a revised version of the Elaborative Reminiscing Scale. Child temperament during infancy, but not childhood, uniquely predicted maternal reminiscing style. Maternal extraversion also predicted a more elaborative reminiscing style. Other maternal factors, including education, ethnicity, and age, were also identified as unique predictors of maternal reminiscing style. These findings fit well with an ecological systems view of maternal reminiscing as a function of child, maternal, and cultural factors. Public Significance StatementThese findings suggest that mothers differ in their style of reminiscing with their children based on a number of individual and sociocultural factors, including the mother's personality and the child's temperament. Further research on the directionality of the relationship between reminiscing and child temperament may inform the development of reminiscing coaching programs for parents.

show abstract

Reminiscing and future talk conversations between young children, their early childhood educators and mothers

Cited by 11 publications

References 61 publications

Teachers as co-regulators of children’s emotions: A descriptive study of teacher-child emotion dialogues in special education

Teachers as co-regulators of children’s emotions: A descriptive study of teacher-child emotion dialogues in special education

Characteristics of educators’ talk about decontextualised events

Maternal reminiscing during middle childhood: Associations with maternal personality and child temperament from the Growing Up in New Zealand cohort study.

Contact Info

Product

Resources

About