Infant Educators' Use of Mental-State Talk in Australia and China: A Cross-Cultural Comparative Study

Autor/inn/en	Degotardi, Sheila; Han, Feifei; Hu, Jiangbo
Titel	Infant Educators' Use of Mental-State Talk in Australia and China: A Cross-Cultural Comparative Study
Quelle	In: International Journal of Early Years Education, 30 (2022) 1, S.87-105 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Degotardi, Sheila) ORCID (Han, Feifei) ORCID (Hu, Jiangbo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2021.1997727
Schlagwörter	Foreign Countries; Infants; Caregiver Child Relationship; Teacher Student Relationship; Cross Cultural Studies; Speech Communication; Socialization; Cultural Influences; Preschool Teachers; Cultural Differences; Cognitive Processes; Vocational Education; Bachelors Degrees; Employment Qualifications; China; Australia + Suchen Sie Ihr Suchwort? Ausland; Infant; Toddler; Toddlers; Kleinkind; Teacher student relationships; Lehrer-Schüler-Beziehung; Cultural comparison; Kulturvergleich; Socialisation; Sozialisation; Cultural influence; Kultureinfluss; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kultureller Unterschied; Cognitive process; Kognitiver Prozess; Ausbildung; Berufsbildung; 'Bachelor''s degrees'; Bachelor-Studiengang; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Australien
Abstract	This study compares the mental-state talk of infant educators in Australia and China in order to determine the nuanced differences in the ways that they use this talk with the infants in their room. Participants are 44 native English-speaking Australian educators from centres in Sydney, Australia and 30 native Chinese-speaking infant educators recruited from centres in and around Hangzhou, China. Twenty-minute samples of each educators' naturally occurring play interactions with infants during play were coded to determine the frequency of their desire, emotion, perception, cognition and modulation of assertion talk. Each mental-state term was also coded according to the referent of that mental-state. We examined the extent to which Australian and Chinese educators' use mental-state talk and how the referents of such talk differed by mental-state talk type and culture. Australian educators used significantly more mental-state talk than their Chinese counterparts. Different patterns of referent use across cultural cohorts and mental-state talk types were identified. Findings have implications for the socialisation of very young children into culturally specific ways of talking and thinking about the mind. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01