'I wonder what you know...': Teachers designing requests for factual information
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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 with each other, while performing a Web search. 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.
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|Item Type:||Journal Article|
|Keywords:||Early childhood education, Teacher-child interactions, Teacher questioning, Conversation analysis, Ethnomethodology|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education
Current > Institutes > Institute of Health and Biomedical Innovation
Current > Schools > School of Early Childhood & Inclusive Education
|Copyright Owner:||Copyright 2016 Elsevier|
|Deposited On:||04 Feb 2016 00:43|
|Last Modified:||24 Jun 2016 00:25|
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