Church-Bateman2019
| Church-Bateman2019 | |
|---|---|
| BibType | ARTICLE |
| Key | Church-Bateman2019 |
| Author(s) | Amelia Church, Amanda Bateman |
| Title | Methodology and professional development: Conversation Analytic Role-play Method (CARM) for early childhood education |
| Editor(s) | |
| Tag(s) | EMCA, Conversation analysis, CARM, Professional development, Responsive engagement, Early childhood education, Conversation analysis in early childhood (CAiEC) |
| Publisher | |
| Year | 2019 |
| Language | English |
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| Month | |
| Journal | Journal of Pragmatics |
| Volume | 143 |
| Number | |
| Pages | 242-254 |
| URL | Link |
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Abstract
The aim of this paper is to illustrate how the Conversation Analytic Role-play Method (CARM) developed by Elizabeth Stokoe meets the professional learning needs of early childhood teachers. Themethodology of conversation analysis offers unique insight into the systematic turns at talk that are essential for collaborative knowledge building, and so can be valuable in informing early childhood teacher practice. Early childhood teachers report that professional development is most useful when it is (a) applicable to everyday practice, and (b) delivered as active learning. In this paper,we showhowteachers can engagewith a turn- by-turn analysis of interaction to see how particular practices support children's learning, using a video-recorded example of teacher intervention in a dispute between four-year-old children. Rather than rely on hypothetical scenarios or role-play, workshop participants can discusswhat actually happens in classrooms, howteachers could and do respond to children. CARMworkshopswith early childhood teachers stimulate reflection and discussions around strategies for co-constructing learning and responsive relationships with young children.
Notes
