Turn-taking, Sequencing, and Repairing: Learning from Conversations Between Teachers

• In Event: Poster Session 17
  In Poster Session: Play and Creativity in Early Childhood

Abstract

This qualitative study explored the process by which teachers and young children engaged in conversations during an auto-photography experience. The auto-photography experience was designed to facilitate authentic dialogue between three kindergarten teachers and 34 young children from different ethnic or cultural backgrounds. Conversation analysis elucidated how these teachers and children opened and closed their conversations. This exposed three roles of conversational organization which suggested the need for more work to enhance mutual understanding within these diverse kindergarten classrooms.

Authors

• Martha J. Strickland, The Pennsylvania State University - Harrisburg

• Barbara A. Marinak, Mount St. Mary's University

• Bernadine Ahonkhai, Office of Child Development and Early Learning