Teaching Preschool Teachers to Converse Productively with Children: A Single Case Design

Autor/inn/en	Broderick, Jane Tingle; Sareh, Narges; Aggrey, Patience Mensah-Bonsu
Titel	Teaching Preschool Teachers to Converse Productively with Children: A Single Case Design
Quelle	In: Early Childhood Education Journal, 51 (2023) 1, S.165-178 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Broderick, Jane Tingle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01284-0
Schlagwörter	Preschool Teachers; Teacher Student Relationship; Preschool Children; Interpersonal Communication; Communication Strategies; Interaction; Intervention; Faculty Development; Observation; Training; Coaching (Performance) + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Interpersonale Kommunikation; Kommunikationsstrategie; Interaktion; Beobachtung; Ausbildung
Abstract	Research shows that conversations and daily interaction among teachers and children is crucial for their development. Observing children and interpreting their thinking processes is a significant factor in intentionally planning curriculum that emerges from children's thinking, assists them in making connections, and extends their learning. This article presents findings of a single case design study investigating the effects of the observation and interpretation processes in a Cycle of Inquiry System (COI) (Broderick and Hong in Early Childh Res Pract 13:1-14, 2011) intervention on preschool teachers' productive conversations with children. The intervention for each teacher consisted of pre and post interviews, a 1-day COI training, use of COI observation and interpretation forms, and coaching meetings with the researcher. The participants were 4 preschool teachers in Northeast Tennessee. Teachers were videotaped in their classrooms working with children during the free play time and coded for productive and non-productive conversation strategies for determining the baseline and changes during the intervention. All the teachers show an increase in productive conversation strategies to differing degrees. The non-overlapping pairs analysis for all participants is represented by a large value. The findings indicate the benefit of training teachers to observe and interpret the meaning of children's conversations to intentionally plan for productive conversations that impact learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01