"Do You Like Doritos?": Preschoolers' Table Talk during Lunchtime

Autor/in	Holmes, Robyn M.
Titel	"Do You Like Doritos?": Preschoolers' Table Talk during Lunchtime
Quelle	In: Early Child Development and Care, 181 (2011) 3, S.413-424 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Speech Communication; Play; Interpersonal Communication; Anglo Americans; Preschool Children; Preschool Evaluation; Discourse Analysis; Discourse Modes; Lunch Programs; Eating Habits; Folk Culture; Gender Differences; Dialogs (Language) + Suchen Sie Ihr Suchwort? Spiel; Interpersonale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Diskursanalyse; Diskursethik; Mittagessen; Ernährungsgewohnheit; Essgewohnheit; Geschlechterkonflikt; Dialog; Dialogs; Dialogue; Dialogues
Abstract	The primary intention was to explore the nature and content of preschoolers' conversations during lunchtime in their classroom. Secondary goals included discovering how eating at school framed the children's conversation and play, and the influence of gender on children's conversations and forms of play. Participants were 65 primarily European-American, middle-income children (25 boys, 40 girls). Ages ranged from 36 to 71 months. Multiple observers recorded table conversations using a time sampling unit of five minutes. Simultaneous play and non-verbal behaviour were also recorded. Findings revealed that children primarily conversed with peers and not with adults. Major conversation topics were food, family, and daily events. Child to teacher speech frequently involved requests for assistance. Girls conversed more than boys in almost all instances except in asking the teacher questions. Boys played with their food, told jokes and engaged in taboo humour and language play more than the girls did. Findings partially support the existing literature. (Contains 1 table, 4 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10