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Dialogical patterns of interaction in pre-school classrooms
ARTICLE

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International Journal of Educational Research Volume 53, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

The present study set out to identify and examine dialogic educational interactions in Finnish pre-school classrooms. Video recordings of five observed pre-school classrooms that had shown a high or moderate quality of instructional support in literacy, maths and science studies were transcribed for micro-scale qualitative content analysis. Three patterns of teacher–child interaction emerged: first, a pattern characterised by the teacher making it possible for the children to demonstrate their knowledge and competence; second, a pattern characterised by the teacher supporting the children's participation and diverse contributions; and third, a pattern characterised by the teacher allowing dialogical space for a child-initiated sharing of ideas. The findings provide guidelines for professional development programmes seeking to increase teachers’ awareness of ways to support children's active participation.

Citation

Rasku-Puttonen, H., Lerkkanen, M.K., Poikkeus, A.M. & Siekkinen, M. (2012). Dialogical patterns of interaction in pre-school classrooms. International Journal of Educational Research, 53(1), 138-149. Elsevier Ltd. Retrieved February 22, 2020 from .

This record was imported from International Journal of Educational Research on January 29, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2012.03.004

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