Instructional Conversations With Preschool Children

• In Event: Early Childhood Teacher-Student Interactions

Abstract

Conversations between preschool educators and small groups of children can facilitate language development and cognitive growth. Yet, successfully engaging young children in conversations can be challenging. This study investigated strategies effective preschool teachers used to engage children, especially dual language learners, in conversations. The research entailed conducting a microanalysis of video recordings of small group interactions between preschool educators and children. Preschool educators in the video recordings were also interviewed to gain their perspective. From the analysis, significant teacher actions emerged which included questioning, responsiveness, using multimodal resources, and creating the ideal context. The findings can be used to support professional development on effective strategies to encourage participation of young children, especially dual language learners, and ultimately promote learning.

Author

• Elizabeth Brook Chapman de Sousa, University of Hawaii