Difference between revisions of "Gosen2015"
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|Year=2015 | |Year=2015 | ||
|Journal=Classroom Discourse | |Journal=Classroom Discourse | ||
| + | |Volume=6 | ||
| + | |Number=3 | ||
| + | |Pages=175–197 | ||
|URL=http://www.tandfonline.com/doi/abs/10.1080/19463014.2014.991339 | |URL=http://www.tandfonline.com/doi/abs/10.1080/19463014.2014.991339 | ||
|DOI=10.1080/19463014.2014.991339 | |DOI=10.1080/19463014.2014.991339 | ||
|Abstract=This paper reports on a conversation analytic study of problem-solving interactions during shared reading at three kindergartens in the Netherlands. It illustrates how teachers and pupils discuss book characters’ problems that arise in the events in the picture books. A close analysis of the data demonstrates that problem-solving interactions do not only occur when directly asked for by the teacher; more importantly, pupils are found to be oriented to problem-solving without being explicitly invited to do so. Our analyses show that shared reading offers pupils room for hypothesising where teachers and pupils can discuss possible solutions for the problems experienced by the book characters. By using problem-solving to talk and think about problematic book-related events, pupils from 4 to 6 years old practise basic elements of problem-solving that are important from a developmental perspective. | |Abstract=This paper reports on a conversation analytic study of problem-solving interactions during shared reading at three kindergartens in the Netherlands. It illustrates how teachers and pupils discuss book characters’ problems that arise in the events in the picture books. A close analysis of the data demonstrates that problem-solving interactions do not only occur when directly asked for by the teacher; more importantly, pupils are found to be oriented to problem-solving without being explicitly invited to do so. Our analyses show that shared reading offers pupils room for hypothesising where teachers and pupils can discuss possible solutions for the problems experienced by the book characters. By using problem-solving to talk and think about problematic book-related events, pupils from 4 to 6 years old practise basic elements of problem-solving that are important from a developmental perspective. | ||
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Latest revision as of 10:45, 17 March 2016
| Gosen2015 | |
|---|---|
| BibType | ARTICLE |
| Key | Gosen2015 |
| Author(s) | Myrte N. Gosen, Jan Berenst, Kees de Glopper |
| Title | Problem-solving during shared reading at kindergarten |
| Editor(s) | |
| Tag(s) | EMCA, young children, problem-solving, Reading, Dutch |
| Publisher | |
| Year | 2015 |
| Language | |
| City | |
| Month | |
| Journal | Classroom Discourse |
| Volume | 6 |
| Number | 3 |
| Pages | 175–197 |
| URL | Link |
| DOI | 10.1080/19463014.2014.991339 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This paper reports on a conversation analytic study of problem-solving interactions during shared reading at three kindergartens in the Netherlands. It illustrates how teachers and pupils discuss book characters’ problems that arise in the events in the picture books. A close analysis of the data demonstrates that problem-solving interactions do not only occur when directly asked for by the teacher; more importantly, pupils are found to be oriented to problem-solving without being explicitly invited to do so. Our analyses show that shared reading offers pupils room for hypothesising where teachers and pupils can discuss possible solutions for the problems experienced by the book characters. By using problem-solving to talk and think about problematic book-related events, pupils from 4 to 6 years old practise basic elements of problem-solving that are important from a developmental perspective.
Notes
