A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Scaffolding patterns of dialogic exchange in toddler classrooms (2021)


Salminen, J., Muhonen, H., Cadima, J., Pagani, V., & Lerkkanen, M.-K. (2021). Scaffolding patterns of dialogic exchange in toddler classrooms. Learning, Culture and Social Interaction, 28, Article 100489. https://doi.org/10.1016/j.lcsi.2020.100489


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajatSalminen, Jenni; Muhonen, Heli; Cadima, Joana; Pagani, Valentina; Lerkkanen, Maija-Kristiina

Lehti tai sarjaLearning, Culture and Social Interaction

ISSN2210-6561

eISSN2210-657X

Julkaisuvuosi2021

Volyymi28

Artikkelinumero100489

KustantajaElsevier Ltd

JulkaisumaaAlankomaat

Julkaisun kielienglanti

DOIhttps://doi.org/10.1016/j.lcsi.2020.100489

Julkaisun avoin saatavuusEi avoin

Julkaisukanavan avoin saatavuus

Julkaisu on rinnakkaistallennettu (JYX)https://jyx.jyu.fi/handle/123456789/77832


Tiivistelmä

The present study investigates how often episodes of dialogic exchange can be identified in educator–toddler interactions during play and emerging academic activities, what kind of scaffolding strategies educators use during the episodes of dialogic exchange and, ultimately, what kind of scaffolding patterns of dialogic exchange can be identified based on educators' use of scaffolding strategies. Educator–child interactions were video-recorded in seven European countries, in two toddler classrooms in each country. The video recordings of emerging academic and play activities were transcribed and analysed, combining the principles of theory and a data-driven content analysis. First, 69 episodes of dialogic exchange were identified. Second, the episodes were analysed with respect to the educators' use of scaffolding strategies and then divided into three scaffolding patterns of dialogic exchange that were characterised by 1) scaffolding action; 2) scaffolding thought process; and 3) scaffolding educational dialogue. Although the episodes of dialogic exchange were identified relatively seldom, they indicated the educators' competence to scaffold toddlers for different purposes through dialogue. The results unravel the potential of dialogic exchange with very young children and provide concrete examples of effective scaffolding strategies beneficial to both educators within pre- and in-service training.


YSO-asiasanatvarhaiskasvatustaaperoikäisetsosiaalinen vuorovaikutusdialogisuus

Vapaat asiasanatdialogic exchange; educator–child interaction; scaffolding; toddlers


Liittyvät organisaatiot


Hankkeet, joissa julkaisu on tehty


OKM-raportointiKyllä

Raportointivuosi2021

JUFO-taso1


Viimeisin päivitys 2024-26-03 klo 09:19