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‘I wonder what you know … ’ teachers designing requests for factual information
ARTICLE

, , , , Queensland University of Technology, Australia

TATE Volume 59, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Optimizing the quality of early childhood education (ECE) is an international policy priority. Teacher-child interactions have been identified as the strongest indicator of quality and most potent predictor of child outcomes. This paper presents ethnomethodological and conversation analysis of an interaction between an early childhood educator with two children as they engage in Web-searching. Analyses shows that question design can elicit qualitatively different responses with regard to sustained interactions. Understanding the design of teacher questions has pedagogic implications for the work of the teacher and for the broader quality agenda in early childhood education.

Citation

Houen, S., Danby, S., Farrell, A. & Thorpe, K. (2016). ‘I wonder what you know … ’ teachers designing requests for factual information. Teaching and Teacher Education: An International Journal of Research and Studies, 59(1), 68-78. Elsevier Ltd. Retrieved November 17, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.02.002

Keywords