Probleembesprekingen met samenwerkende kleuters

Frans Hiddink

    OnderzoeksoutputAcademicpeer review

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    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.
    Originele taal-2Dutch
    Pagina's (van-tot)89-103
    Aantal pagina's15
    TijdschriftTijdschrift voor taalbeheersing
    Nummer van het tijdschrift1
    StatusPublished - 1-apr-2019

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