Probleembesprekingen met samenwerkende kleuters

Hiddink, F., 1-Apr-2019, In : Tijdschrift voor taalbeheersing. 41, 1, p. 89-103 15 p.

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  • Probleembesprekingen met samenwerkende kleuters

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  • Frans Hiddink
Problem conversations with young children during group work
Problem conversations with intervening teachers may enhance children’s
discourse during group work. The few studies focusing on these conversations, however, are normative and experimental in nature, neglecting the joint
and sequential nature of these conversations. Therefore, this paper’s aim is to
give insight into how teachers and a group of children constitute and continue problem conversations. Detailed analysis informed by Conversation
Analysis shows that problems are constructed in three patterns which are
distinguished by the teacher’s reaction to the problem initiation resulting in
three different continuations. It is found that the teacher’s actions are decisive for how children may contribute to the developing interaction. In particular, the teacher’s reaction to both problem initiations and solution proposals determines whether problem conversations interactions are jointly
continued. Theoretical and practical implications are discussed.
Original languageDutch
Pages (from-to)89-103
Number of pages15
JournalTijdschrift voor taalbeheersing
Issue number1
Publication statusPublished - 1-Apr-2019

ID: 101555280