Teacher-child interaction initiated with children’s questions
This paper presents a round of research conducted with the aim of determining the characteristics of interaction situations involving pre-schoolers and their teachers and initiated with children’s questions. Insight into the existing body of research shows that there is a lack of similar st...
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| Format: | Article |
| Language: | srp |
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Institute for Educational Research, Belgrade
2020-01-01
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| Series: | Zbornik Instituta za pedagoška istraživanja |
| Subjects: | |
| Online Access: | http://www.doiserbia.nb.rs/img/doi/0579-6431/2020/0579-64312001181G.pdf |
| _version_ | 1818999974566821888 |
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| author | Glišić Tanja |
| author_facet | Glišić Tanja |
| author_sort | Glišić Tanja |
| collection | DOAJ |
| description | This paper presents a round of research conducted with the aim of determining
the characteristics of interaction situations involving pre-schoolers and
their teachers and initiated with children’s questions. Insight into the
existing body of research shows that there is a lack of similar studies,
which address the cognitive side of such situations, but where the social
aspect is neglected. Systematic observation was used to describe interaction
situations in preschools initiated by children aged three to six years
asking teachers questions. Qualitative and quantitative data analysis was
performed, indicating consistency between the type of the child’s question,
the teacher’s answer and the course of the interaction. After children
receive answers to their questions requesting new information (cognitive
questions) or those intended to create conditions necessary for particular
activities (action-related questions), interaction ends. On the other hand,
children ask so-called social questions for the sake of interaction, and it
depends on the teacher’s reply whether they will develop. Another finding
suggests that children’s questions are not automatically welcome at just any
moment, especially if they go beyond the limits of the teacher guided
activity in progress at the time the question is asked. The research
findings afford remarkable insight into how preschool teachers with their
different adequate responses and behaviours can support children’s
development and learning in children- initiated interaction situations. |
| first_indexed | 2024-12-20T22:25:57Z |
| format | Article |
| id | doaj.art-3eadfd5b24a74aefbb1050e3f1dc92e6 |
| institution | Directory Open Access Journal |
| issn | 0579-6431 1820-9270 |
| language | srp |
| last_indexed | 2024-12-20T22:25:57Z |
| publishDate | 2020-01-01 |
| publisher | Institute for Educational Research, Belgrade |
| record_format | Article |
| series | Zbornik Instituta za pedagoška istraživanja |
| spelling | doaj.art-3eadfd5b24a74aefbb1050e3f1dc92e62022-12-21T19:24:49ZsrpInstitute for Educational Research, BelgradeZbornik Instituta za pedagoška istraživanja0579-64311820-92702020-01-0152118121510.2298/ZIPI2001181G0579-64312001181GTeacher-child interaction initiated with children’s questionsGlišić Tanja0University of Banja Luka, Faculty of Philosophy, Banja Luka, Republic of Srpska, Bosnia and HerzegovinaThis paper presents a round of research conducted with the aim of determining the characteristics of interaction situations involving pre-schoolers and their teachers and initiated with children’s questions. Insight into the existing body of research shows that there is a lack of similar studies, which address the cognitive side of such situations, but where the social aspect is neglected. Systematic observation was used to describe interaction situations in preschools initiated by children aged three to six years asking teachers questions. Qualitative and quantitative data analysis was performed, indicating consistency between the type of the child’s question, the teacher’s answer and the course of the interaction. After children receive answers to their questions requesting new information (cognitive questions) or those intended to create conditions necessary for particular activities (action-related questions), interaction ends. On the other hand, children ask so-called social questions for the sake of interaction, and it depends on the teacher’s reply whether they will develop. Another finding suggests that children’s questions are not automatically welcome at just any moment, especially if they go beyond the limits of the teacher guided activity in progress at the time the question is asked. The research findings afford remarkable insight into how preschool teachers with their different adequate responses and behaviours can support children’s development and learning in children- initiated interaction situations.http://www.doiserbia.nb.rs/img/doi/0579-6431/2020/0579-64312001181G.pdfchild’s initiativechild’s questioninteraction situationteacher’s answer |
| spellingShingle | Glišić Tanja Teacher-child interaction initiated with children’s questions Zbornik Instituta za pedagoška istraživanja child’s initiative child’s question interaction situation teacher’s answer |
| title | Teacher-child interaction initiated with children’s questions |
| title_full | Teacher-child interaction initiated with children’s questions |
| title_fullStr | Teacher-child interaction initiated with children’s questions |
| title_full_unstemmed | Teacher-child interaction initiated with children’s questions |
| title_short | Teacher-child interaction initiated with children’s questions |
| title_sort | teacher child interaction initiated with children s questions |
| topic | child’s initiative child’s question interaction situation teacher’s answer |
| url | http://www.doiserbia.nb.rs/img/doi/0579-6431/2020/0579-64312001181G.pdf |
| work_keys_str_mv | AT glisictanja teacherchildinteractioninitiatedwithchildrensquestions |