Contingency in Teacher-Child Emotional State Talk during Shared Book Reading in Early Childhood Classrooms

Autor/inn/en	Alvarenga, Patrí; Zucker, Tricia A.; Tambyraja, Sherine; Justice, Laura
Titel	Contingency in Teacher-Child Emotional State Talk during Shared Book Reading in Early Childhood Classrooms
Quelle	In: Early Education and Development, 31 (2020) 8, S.1187-1205 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1722786
Schlagwörter	Emotional Development; Emotional Response; Preschool Children; Preschool Teachers; Preschool Education; Kindergarten; Reading Instruction; Reading Strategies; Discussion (Teaching Technique); Interpersonal Communication; Vocabulary; Language Usage + Suchen Sie Ihr Suchwort? Gefühlsbildung; Emotionales Verhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Interpersonale Kommunikation; Wortschatz; Sprachgebrauch
Abstract	Research Findings: The aim of this study was to investigate emotional state talk between teachers and their students in 81 early childhood classrooms during shared book reading. Teachers shared with their students an experimental emotion narrative book. Preliminary analysis of teachers' and children's transcribed utterances during reading addressed the frequencies of emotional terms, form (question vs. comment), and content (emotion identification, emotion causality, emotion inference, or non-emotional content). Sequential analysis evaluated contingent relations between the book text and teachers' comments and questions about emotions as well as between teachers' and children's contingent responses to each other. Results showed emotional excerpts from the book were significantly associated with teachers' questions and comments about emotion identification. Children were highly specific and responsive to teachers' emotional state talk, and children's comments about emotions evoked further considerations from teachers about the same topics. Practice or Policy: Our results highlight the importance of the presence of emotional terms in the book text to stimulate emotional state talk. Given the value of emotional state talk for children's emotional development, teachers must be informed of preschoolers' ability to consistently participate in classroom discussions about emotions, even when complex topics like causality and inferences are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01