A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Exploring types of educational classroom talk in early childhood education centres (2022)
Muhonen, H., Verma, P., von Suchodoletz, A., & Rasku-Puttonen, H. (2022). Exploring types of educational classroom talk in early childhood education centres. Research Papers in Education, 37(1), 30-51. https://doi.org/10.1080/02671522.2020.1784259
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Muhonen, Heli; Verma, Priti; von Suchodoletz, Antje; Rasku-Puttonen, Helena
Lehti tai sarja: Research Papers in Education
ISSN: 0267-1522
eISSN: 1470-1146
Julkaisuvuosi: 2022
Volyymi: 37
Lehden numero: 1
Artikkelin sivunumerot: 30-51
Kustantaja: Routledge
Julkaisumaa: Britannia
Julkaisun kieli: englanti
DOI: https://doi.org/10.1080/02671522.2020.1784259
Julkaisun avoin saatavuus: Ei avoin
Julkaisukanavan avoin saatavuus:
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/93685
Tiivistelmä
Educational classroom talk is beneficial for children’s learning and communicative development (Alexander 2018); however, current research has focused predominantly on classroom talk starting at the primary school level. This study explored types of educational classroom talk between teachers and children as early as in early childhood education (ECE) in the United Arab Emirates. It also examined variations in the occurrence of different types of classroom talk, depending on activities and content areas. Twenty-nine video-recorded and transcribed sessions from 11 ECE classrooms serving three- to four-year-old children were analysed; the analysis was partly theory driven and partly data driven with respect to communicative acts, events, and situations. Four types of educational classroom talk were identified: initiation–response–feedback (IRF), open naming, open informal discussion, and teacher-directed exploration. IRF dominated the interactions across all content areas and activities. More extended exchanges between teachers and children occurred predominantly in small-group activities. No strictly defined educational teacher–student dialogue was found. The study showed variations in educational classroom talk in ECE settings and suggests that there is an urgent need to increase extended educational classroom talk between teachers and children in the early stages of pre-primary education to support children’s development and learning.
YSO-asiasanat: luokkatyöskentely; vuorovaikutus; opetuskeskustelu; varhaiskasvatus
Vapaat asiasanat: educational classroom talk; early childhood education; activity; content area; United Arab Emirates
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2022
Alustava JUFO-taso: 1
