A1 Journal article (refereed)
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 authors or editors

Publication details

All authors or editors: Salminen, Jenni; Muhonen, Heli; Cadima, Joana; Pagani, Valentina; Lerkkanen, Maija-Kristiina

Journal or series: Learning, Culture and Social Interaction

ISSN: 2210-6561

eISSN: 2210-657X

Publication year: 2021

Volume: 28

Article number: 100489

Publisher: Elsevier Ltd

Publication country: Netherlands

Publication language: English

DOI: https://doi.org/10.1016/j.lcsi.2020.100489

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/77832

Abstract

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.

Keywords: early childhood education and care; toddlers; social interaction; dialogicality

Free keywords: dialogic exchange; educator–child interaction; scaffolding; toddlers

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Ministry reporting: Yes

Reporting Year: 2021

JUFO rating: 1