A Study of Reasoning Talk Between Australian Chinese Mothers and Their Preschool Children
What Messages Are Mothers Sending
Bibliographic Data
| ID | 12762129 |
|---|---|
| Authors | Jiangbo Hu (0000-0001-5471-7689, Macquarie University, corresponding author), Jane Torr (0000-0002-7225-9914, Macquarie University) |
| Year | 2016 |
| Volume | 15 |
| Issue | 3 |
| Pages | 180-193 |
| Publication date | 2016-05-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Language Identity & Education (JOURNAL) |
| Journal identifiers | ISSN: 1532-7701 • E-ISSN: 1534-8458 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15348458.2016.1169801 |
| OpenAlex | W2360564557 |
| Language | EN |
| References cited | 26 |
The everyday conversations that occur between mothers and children, particularly those involving reasoning, are a major vehicle for the transmission of information and values to young children. This study explored the manner in which five Australian Chinese mothers engaged in reasoning talk with their preschool-aged children. A total of 83 instances of spontaneous reasoning talk were identified and analysed according to the manner in which the mothers justified their claims or statements, using Hasan’s reasoning structure framework to underpin the analysis. Both regulatory and nonregulatory contexts were analysed. The analysis revealed that in regulatory contexts, where a child’s behaviour is being controlled (for example, “eat up your dinner quickly”), mothers provided more socially based reasons to justify their directives. In nonregulatory contexts, such as shared reading, they used more logical reasoning based on universal laws of nature. The findings suggest that the reasoning talk that takes place between mothers and children provides a rich opportunity for mothers to convey their values to their children, with implications for children’s learning across a number of domains
Developmental psychology · Linguistics · Logical reasoning · Mathematics education · Reading (process · Sociology · Child and Animal Learning Development · Early Childhood Education and Development · Psychology · Religious Education and Schools · Social Psychology
Pedagogy, Symbolic Control, and Identity
Beyond Parental Control and Authoritarian Parenting Style
The Discursive Co-construction of Knowledge, Identity, and Difference
Families as social contexts for literacy development
Mealtime talk that supports literacy development
Perceptions of Achievement and Achieving Peers in U.S. and Chinese Kindergartners
Across Time and Beyond Skin
Constructing Social Identity
Why Things Happen
Speaking deductively
Towards a language-based theory of learning
Becoming a Moral Child
Duelling Languages, Duelling Values
| Citation velocity | historical |
|---|---|
| Highly cited | No |