Mental State Language in Chinese Educator-Infant Conversational Interactions during Structured and Free Play

Autor/inn/en	Sheng, Ling; Dong, Wenming; Hu, Jiangbo
Titel	Mental State Language in Chinese Educator-Infant Conversational Interactions during Structured and Free Play
Quelle	In: Early Years: An International Journal of Research and Development, 43 (2023) 2, S.426-441 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sheng, Ling) ORCID (Hu, Jiangbo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2021.1979476
Schlagwörter	Foreign Countries; Infants; Language Usage; Teacher Student Relationship; Play; Psychological Patterns; Metacognition; Perception; Verbal Communication; Asian Culture; Cultural Influences; Child Care Centers; Early Childhood Education; Early Childhood Teachers; China + Suchen Sie Ihr Suchwort? Ausland; Infant; Toddler; Toddlers; Kleinkind; Sprachgebrauch; Teacher student relationships; Lehrer-Schüler-Beziehung; Spiel; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Wahrnehmung; Cultural influence; Kultureinfluss; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende
Abstract	Mental State Language (MSL) is language that refers to individuals' inner states, including terms relating to "emotion," "desire-&-preference," "perception" and "cognition." This study explores the nature of eight Chinese educators' MSL in their interactions with infants during structured and free play. In total, 3169 language messages (one message includes a subject and a verb) were analyzed and it was revealed that MSL messages make up 7.7% of the educators' language. In conversational interactions, educators' MSL appeared more frequently in structured than in free play. The "desire-&-preference" terms were used most frequently and tended to trigger short conversational interactions (3-4 turns). Combining the analysis of communicative functions ("question," "statement," "command," "offer"), MSL of "cognition" and "perception" presented in "question" facilitated long conversational interactions (5 turns or above). These findings inform educators about how to use MSL effectively. It raises the consideration of balancing structured and free play in nursery routines that could vary in different cultures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01