A1 Journal article (refereed)
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 authors or editors

Publication details

All authors or editors: Muhonen, Heli; Verma, Priti; von Suchodoletz, Antje; Rasku-Puttonen, Helena

Journal or series: Research Papers in Education

ISSN: 0267-1522

eISSN: 1470-1146

Publication year: 2022

Volume: 37

Issue number: 1

Pages range: 30-51

Publisher: Routledge

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1080/02671522.2020.1784259

Publication open access: Not open

Publication channel open access: 

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/93685

Abstract

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.

Keywords: classroom work; interaction; class discussion (educational methods); early childhood education and care

Free keywords: educational classroom talk; early childhood education; activity; content area; United Arab Emirates

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2022

Preliminary JUFO rating: 1