Purposeful Pauses: Teacher Talk during Early Childhood Mathematics Activities

Autor/inn/en	Cohrssen, Caroline; Church, Amelia; Tayler, Collette
Titel	Purposeful Pauses: Teacher Talk during Early Childhood Mathematics Activities
Quelle	In: International Journal of Early Years Education, 22 (2014) 2, S.169-183 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2014.900476
Schlagwörter	Early Childhood Education; Mathematics Activities; Play; Interpersonal Communication; Communication Strategies; Discourse Modes; Discourse Analysis; Discussion (Teaching Technique); Questioning Techniques; Interaction; Interaction Process Analysis; Feedback (Response); Educational Quality; Modeling (Psychology); Concept Formation; Speech Communication; Foreign Countries; Teaching Methods; Classroom Techniques; Australia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Spiel; Interpersonale Kommunikation; Kommunikationsstrategie; Diskursethik; Diskursanalyse; Befragungstechnik; Fragetechnik; Interaktion; Prozessanalyse; Quality of education; Bildungsqualität; Modeling; Modelling; Modellierung; Concept learning; Begriffsbildung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Australien
Abstract	This paper describes how early childhood teachers' incorporation of pauses raises the quality of talk-in-interaction during play-based mathematics activities. Responses of both children and teachers are shown to be more contingent and expansive when conversations include protracted pauses than during interactions in which pauses are largely absent. Pauses provided children with opportunities to initiate topics and facilitated more equitable access to discourse moves for children. By pausing before responding to a child's conversational gambit, teachers gained opportunities to assess children's demonstrated numeracy-related skills and understanding, and could thus provide authentic, individualised scaffolding. Pauses were not necessarily silent: a pause in an interaction with one child could be used strategically to model the learning interaction with a second child before returning to the first child in order to continue the discourse sequence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10