Teachers' Talk in Preschools During Circle Time: The Case of Revoicing

Yifat, Rachel; Zadunaisky-Ehrlich, Sara

doi:10.1080/02568540809594656

Cited by 25 publications

(13 citation statements)

References 44 publications

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“…Furthermore, to enhance authenticity, the authors and research members participated in peer debriefings throughout the analytic process. Circle time distinguishes itself from common daily learning activities because of its specific organizational structure and relatively rigid pattern of situationbased actions (Yifat & Zadunaisky-Ehrlich, 2008). From an anthropological perspective, the circle's repetition and unique characteristics closely relate to ritual properties and practices.…”

Section: Qualitative Data Analysismentioning

confidence: 99%

“…Circle time is one of the most widely applied strategies for classroom organization throughout the world, particularly in early childhood education 1 (Cefai et al, 2014;Lang, 1998;Morek, 2013;Mosley, 2005;Yifat & Zadunaisky-Ehrlich, 2008). Despite the fact that the understanding of circle time varies from country to country because of cultural and historical traditions (Lang, 1998), researchers from various fields have emphasized the overall benefits of circle time (Emilson & Johansson, 2013;Leach & Lewis, 2013;Mary, 2014;Mosley, 1999).…”

Section: Introductionmentioning

confidence: 99%

“…Most academic discussions regarding circle time have been primarily focused on its functional and instrumental dimensions, examining value transmission as well as social and cognitive development (Lown, 2002;Mosley, 1993;Tew, 1998). Research has revealed that circle time is an effective way to improve student engagement, social interaction between teacher and student, and speech ability (Emilson & Johansson, 2013;Kern et al, 2015;Mosley, 1993;Moss & Wilson, 1998;Tew, 1998;Yifat & Zadunaisky-Ehrlich, 2008). However, such approaches have only highlighted certain aspects of homogeneity and harmony in circle time without examining the complexities of what happens "in the middle."…”

Section: Introductionmentioning

confidence: 99%

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Creating the Recognition of Heterogeneity in Circle Rituals: An Ethnographic Study in a German Primary School

2020

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This study focuses on “circle time,” an innovative technique to promote classroom organization in primary schools across Germany and the rest of the world. Unlike previous research which primarily emphasizes on the functional and instrumental dimensions of circle time, the current study examines the non-cognitive aspects that emerged “in the middle” of circles. Since 2013, an ethnographic study has been conducted in a progressive pedagogy (Reformpädagogik) primary school in Berlin, Germany. The empirical data from this study contain observations from the ethnographic videotaping of students aged 6 to 9 years old. The findings suggest that three aspects are crucial to generating and handling heterogeneity in a circle: symbolic construction, bodily movement, and ludic interaction. In addition, it is indicated that in a pluralistic, multi-cultural society, a teacher’s authority becomes conditional rather than automatic.

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Section: Qualitative Data Analysismentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Creating the Recognition of Heterogeneity in Circle Rituals: An Ethnographic Study in a German Primary School

2020

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“…Children need to demonstrate listening, while educators might instruct and encourage children in the appropriate way to listen. Listening is shown by certain body postures, such as sitting upright and looking forward, by certain facial expressions, such as eye contact and appropriate emotional expressions, through the medium of language, using age-appropriate words to communicate, and by self-regulation, such as taking turns talking (Garforth, 2009;Mosley & MyiLibrary, 2005;Yifat & Zadunaisky-Ehrlich, 2008;Zaghlawan & Ostrosky, 2011). The environment is generally understood as passive within these listening contexts, and the child and educator act (MacNaughton, 2003).…”

Section: Seeking the Otherwise: Attending To The Complexities Of Listmentioning

confidence: 99%

Full Issue

Editor¹

2015

J Child. Stud.

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CAYC exists to provide a Canadian voice on critical issues related to the quality of life of all young children and their families. THE AIMS OF THE CAYC 1. To influence the direction and quality of policies and programs that affect the development and well-being of young children in Canada. 2. To provide a forum for the members of Canada's early childhood community to support one another in providing developmentally appropriate programs for young children. 3. To promote and provide opportunities for professional development for those charged with the care and education of young children. 4. To promote opportunities for effective liaison and collaboration with all those responsible for young children. 5. To recognize outstanding contributions to the well-being of young children. IMPLEMENTING THE AIMS OF THE CAYC 1. The National Conference: The National Conference is a highlight of the CAYC. The program includes lectures by internationally renowned authorities on children, workshops, discussion groups, displays, demonstrations, school visits and tours. 2. Provincial and Regional Events: The organization of members at the local and provincial level is encouraged to plan events to deal with the issues and concerns pertaining to young children. These events may take the form of lectures, seminars or a local conference. 3. The Journal: An outstanding multidisciplinary journal is published twice yearly. Articles by nationally and internationally known experts in early childhood education and child rearing are presented in the Journal of the CAYC. Inside CAYC provides information on Association activities. SUBSCRIPTIONS AND MEMBERSHIP Membership fees are payable on application and renewable annually on an evergreen basis. To be considered a voting member, fees must be paid no later than 60 days prior to the Annual General Meeting. CAYC members receive two issues of Canadian Children as well as favourable rates for national and regional conferences.

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“…Revoicing occurs in many educational contexts (from kindergarten [Yifat & Zadunaisky-Ehrlich, 2008] to undergraduates [Flood et al, 2015]) and across a wide variety of subjects (from mathematics [Krussel & Edwards, 2004] and science [e.g., Ruiz-Primo & Furtak, 2007] to second-language learning [e.g., Park, 2013] and liberal arts seminars [Parsons, 2017]). Scholars argue that revoicing is pedagogically advantageous because it can (a) promote deeper full-class exploration of student-generated ideas [Forman & Ansell, 2002], (b) highlight particular elements of student ideas while backgrounding other elements [Nam, Ju, Rasmussen, Marrongelle, & Park, 2008], (c) extend and reshape the content of student contributions to resemble disciplinarily normative concepts [Eckert & Nilsson, 2017], (d) help students adopt disciplinarily normative language and representations [Forman & Larreamendy-Joerns, 1998], and (e) promote participation by explicitly valuing and soliciting student contributions [Strom, Kemeny, Lehrer, & Forman, 2001].…”

Section: Ethnomethodological Conversation Analysis and Co-operative Amentioning

confidence: 99%

Multimodal Revoicing as an Interactional Mechanism for Connecting Scientific and Everyday Concepts

Flood¹

2018

Human Development

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A perpetual problem learners face is identifying which aspects of embodied experiences are relevant for appreciating the world in culturally specific ways. Vygotsky argued that social interactions with more competent cultural members provide arenas for linking everyday and scientific concepts. However, the precise interactional mechanisms of how these linkages are forged remain underexamined. I argue that understanding these mechanisms requires examining how intersubjectivity is built and maintained. I propose that ethnomethodological conversation analysis and the co-operative action framework provide a uniquely suited analytic orientation for this project because they focus on the fine details of the actual practical methods people use to procedurally achieve intersubjectivity. To illustrate the utility of these approaches, I show how the fine details of multimodal revoicing interactions present semiotic challenges that allow learners to link everyday and scientific concepts. Specifically, I examine the role dialogic gesture plays in reformulating a multimodally expressed idea about what it means to “go faster.”

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Teachers' Talk in Preschools During Circle Time: The Case of Revoicing

Cited by 25 publications

References 44 publications

Creating the Recognition of Heterogeneity in Circle Rituals: An Ethnographic Study in a German Primary School

Creating the Recognition of Heterogeneity in Circle Rituals: An Ethnographic Study in a German Primary School

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Multimodal Revoicing as an Interactional Mechanism for Connecting Scientific and Everyday Concepts

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