Teachers talking to young children: invitations to negotiate meaning in everyday conversations

Gjems, Liv

doi:10.1080/13502931003784479

Cited by 15 publications

(10 citation statements)

References 8 publications

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“…Siraj-Blatchford and Manni (2008) analyzed 400 h of naturally occurring dialog between staff and children in preschool settings and found that open-ended questionsquestions with no single right answer-encouraged children to think and respond in an individual way and were more likely to lead to developmentally significant episodes of sustained dialog in reference to specific concepts. Other studies looking at early childhood teacher dialog have focused on questions and also found open questions to be particularly important for children's learning (Gjems 2010;McInnes et al 2013). Interestingly, as we present in "Introduction" section, the asking of open-ended questions has also been identified as an important aspect of elaborative style .…”

Section: The Need For Exploring Implicit Learning Mechanisms Resultinmentioning

confidence: 63%

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

Neale

Pino-Pasternak

2016

Educ Psychol Rev

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The importance of parent-child reminiscing for young children's social and cognitive development has been well established, but despite the increasing numbers of children attending formal early childhood settings such as nurseries and preschools, there has been surprisingly little research exploring educator-child reminiscing in these contexts. Furthermore, existing research into educator-child interaction in the early years has focused on the identification and categorization of explicit learning episodes, neglecting the potential significance of implicit learning and limiting our understanding of the dialogic mechanisms underpinning developmental change. Through a systematic review of evidence pertaining to the parent-child reminiscing literature and that of dialogic practices in early childhood, this paper argues that research into the role of reminiscing in early childhood settings, combined with the wider application of formalized, micro-level approaches to analyzing educator-child conversations, is needed to broaden our understanding of early child development and effective early childhood provision. We conclude by proposing a research agenda to investigate reminiscing and elaborative styles in early childhood settings which consists of three strands: description and taxonomy; individual differences; and links to child outcomes.

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Section: The Need For Exploring Implicit Learning Mechanisms Resultinmentioning

confidence: 63%

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

Neale

Pino-Pasternak

2016

Educ Psychol Rev

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“…For example, researchers have argued that shared reading is more productive when parents construct conversations 'surrounding' the book (Gjems, 2010), and invite their children into these discussions (Snow, 1994). Further research has focused on activities that parents may include within their shared reading encounters, such as singing songs and reciting rhymes (Bennett et al 2002;Owoki 2001), arguing that such activity promotes phonological awareness which is important in the development of early literacy skill.…”

Section: Ijep -International Journal Of Educational Psychology 7(2) 125mentioning

confidence: 99%

“…While there is a substantial amount of literature on reading in the home that has explored what parents do, and why it is beneficial (Clark and Hawkins, 2010;Gjems, 2010;Mullan, 2010), very little research has attempted to understand the nature of these shared reading relationships. Yet this study has shown that these practices are highly individual and unique to the social and cultural context of the family.…”

Section: Conclusion: Implications For Interventionmentioning

confidence: 99%

Examining the Links between Parents’ Relationships with Reading and Shared Reading with their Pre-School Children

Levy

Hall²,

Preece³

2018

IJEP

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While much is known about the benefits of shared reading activity for children, and the role of the home in cultivating shared reading practices far less is known about the factors that can influence parents’ shared reading practices with their children. Given that many young people leave school with poor relationships with reading, this study explores the links between parents’ own relationships with reading and the shared reading they practice with their own children in the home. Drawing on deep-level interview data, this paper presents data from six parents of pre-school children, who reported that they have had a poor personal relationship with reading. These parents all developed positive shared reading relationships with their children, however the importance of this study lies in understanding the interplay between these reading relationships. The data strongly suggested that the construct of ‘reading’ was very different from the ways in which reading had previously been defined for these participants. Reading, within a shared reading context, was seen as a very flexible construct which included activities such as talking and telling stories. In some cases, parents’ own relationships with reading seemed to improve. Implications for intervention with other families are discussed.

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“…rather than simple -Yes‖ or -No‖ questions (Gjems, 2010). using some body movements called acceptance reactions such as nodding, smiling and bending down (Yavuzer, 2014) sharing his/her happiness and motivating the child to express his/her verbal or nonverbal messages, when the child succeeds in his/her attempt (Dökmen, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…In addition, the effectiveness of this communication is found to affect children's adaptation to school, improvement in different development fields and subsequent relationships with peers and adults (Erbay et al, 2012). Although teachers' communication skills have such a significant impact on children, some research indicated that many teachers lacked the understanding of the impact of effective communication with young children (Gjems, 2010;Jonsson & Williams, 2013;Soulis, 2009). Further, the findings of Gjems' research (2010) revealed that teachers had some difficulties in answering questions of children and inviting children younger than six years old to express their beliefs, previous experiences and thoughts.…”

mentioning

confidence: 99%

Preschool Teachers’ Teacher-Child Communication Skills: The Role of Self-Efficacy Beliefs and Some Demographics

Aktürk¹,

Demircan²

2017

JEHD

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This study aims to investigate to what extent self-efficacy beliefs and some demographics (years of experience and type of the institution) predict preschool teachers' teacher-child communication skills. Another purpose of this study is to examine whether preschool teachers' teacher-child communication skills change according to their educational level. Data were collected from in-service preschool teachers (N=304) working at 78 different schools in Ankara by using two different questionnaires and analyzed by using One-way analysis of variance (ANOVA) and multiple regression analysis. Findings indicated that preschool teachers' self-efficacy beliefs were positively and strongly correlated with their communication skills. Preschool teachers' selfefficacy beliefs also a significant predictor of their teacher-child communication skills, while years of experience and the type of institutions did not make a significant contribution to preschool teachers' teacherchild communication skills. Findings also revealed that preschool teachers' teacher-child communication skills did not change with respect to their educational level.

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Teachers talking to young children: invitations to negotiate meaning in everyday conversations

Cited by 15 publications

References 8 publications

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

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

Examining the Links between Parents’ Relationships with Reading and Shared Reading with their Pre-School Children

Preschool Teachers’ Teacher-Child Communication Skills: The Role of Self-Efficacy Beliefs and Some Demographics

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