Characterizing Discourse Quality in Preschool Science Education: Toward an Observation Framework

• In Event: AERA Poster Session Thursday 4:15pm
  In Poster Session: Designing for Dialogue in Science Learning

Abstract

This study examines teacher–child discourse in preschool science classrooms using an integrated IRF–SFL framework. Based on two contrasting cases—one teacher-initiated and one child-initiated—we analyze how scientific meanings are co-constructed, inquiry is sustained, and interaction unfolds. Through close discourse analysis, we identify three core dimensions of discourse quality: Ideational Richness (conceptual elaboration), Interactional Responsiveness (mutual engagement), and Textual Coherence (thematic flow). These dimensions form a three-part framework for characterizing discourse quality in early science education. Findings underscore the role of responsive talk, extended feedback, and child agency in shaping meaningful inquiry, offering a developmentally informed lens for observing and supporting science discourse in early childhood settings.

Authors

• Zhiyi Han, Chinese University of Hong Kong

• Oi-Lam Ng, Chinese University of Hong Kong

• Yongjia Yu, University of Hong Kong