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 October 1, 2023 from https://www.learntechlib.org/p/65002/.

Keywords

• Classroom observations
• content analysis
• Dialogical interaction
• Dialogs (Language)
• Foreign Countries
• instruction
• Observation
• Patterns of classroom interaction
• Pre-school
• Preschool Children
• Preschool Teachers
• student participation
• Teacher Student Relationship
• Video Technology