Teacher–Children Interaction and Concept Development in Kindergarten
Bibliographic Data
| ID | 11272984 |
|---|---|
| Authors | Celia Renata Rosemberg (0000-0002-5343-5652, CIIPME–CONICET, University of Buenos Aires, corresponding author), María Luisa Silva (0000-0002-4039-4054, CIIPME, University of Buenos Aires) |
| Year | 2009 |
| Volume | 46 |
| Issue | 6 |
| Pages | 572-591 |
| Publication date | 2009-11-09 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Discourse Processes (JOURNAL) |
| Journal identifiers | ISSN: 0163-853X • E-ISSN: 1532-6950 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01638530902959588 |
| OpenAlex | W2049406333 |
| Language | EN |
| Citations received | 3 |
| References cited | 39 |
This article analyzes the interaction between teachers and children in kindergarten classrooms in order to identify and describe the discursive strategies of teachers that retrieve children's previous expressions to clarify and specify concepts represented in them. Data analyzed include 90 situations of teacher–children exchanges in 7 kindergarten classrooms located in marginal urban neighborhoods in the outskirts of the city of Buenos Aires, Argentina. The analysis followed a qualitative procedure: the constant comparative method (Glaser & Strauss, 1967 Glaser, B. and Strauss, A. 1967. The discovery of grounded theory Chicago: Aldine. [Google Scholar]; Strauss & Corbin, 1991 Strauss, A. and Corbin, J. 1991. Basics of qualitative research. Grounded theory. Procedures and Techniques London: Sage. [Google Scholar]). This allowed the authors to identify and describe the various ways in which teachers reconceptualize information offered by the children in ways that allow them to gradually specify, define, and characterize concepts underlying the words they use, albeit with a limited meaning. It also leads children to develop a finer differentiation and integration between concepts. Such development promotes processes of generalization and construction of hierarchical taxonomies
Epistemology · Generalization · Grounded theory · Linguistics · Mathematics education · Meaning (existential · Pedagogy · Qualitative research · Social science · Sociology · Digital Storytelling and Education · EFL/ESL Teaching and Learning · Psychology · Teacher Education and Leadership Studies
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| Unique citing works | 3 |
|---|---|
| Citations per year | 1.5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |