Difference between revisions of "Bateman2013"

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Bateman2013
BibType ARTICLE
Key Bateman2013
Author(s) Amanda Bateman
Title Responding to children’s answers: questions embedded in the social context of early childhood education
Editor(s)
Tag(s) early childhood education, question-answer sequences, teacher–child interactions, Conversation analysis
Publisher
Year 2013
Language
City
Month
Journal Early Years: An International Research Journal
Volume 33
Number
Pages 275-288
URL
DOI http://dx.doi.org/10.1080/09575146.2013.800844
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

This article presents analysis of question–answer sequences during problem inquiry between a teacher and two children in an early childhood crèche in New Zealand. Conversation analysis is used to reveal which questions the teacher asks, how children answer the questions, and the teacher’s responses to the child’s answers. Although adults’ ‘effective’ questions were identified and promoted in the REPEY study much less attention has been given to how adults respond to children’s answers. It is imperative to investigate the sequences of talk which follow a question in order to establish how teaching and learning is co-constructed in context, one utterance at a time and as a joint project between teacher and child. The findings suggest that task problems and emotional problems are treated in a similar way during problem inquiry, highlighting the complexity of interactions when teachers are providing both emotional care and educational support for young children.

Notes