YOUNG CHILDRENS DISCOURSE & THE ORIGINS OF THE WORLD.pdf (original) (raw)
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YOUNG CHILDREN'S MOVES: EMERGENT COMMUNITY OF PHILOSOPHICAL INQUIRY IN EARLY CHILDHOOD DISCOURSE
What happens when a small group of five year olds sits down with a philosophically sensitive teacher, to talk about magic and science, or language, or witches and fairies? Is it possible to identify any recurring strategies of philosophical argumentation, or "moves" which function to build a larger, emergent argument? I want to try to follow a suspicion I have that the nature of collective dialogue is such that, when children as young as four converse in groups, and when some structure is provided by an at least moderately skilled facilitator of dialogue, that critical, creative, and collaborative kinds of thinking happen more or less spontaneously, and that there is an emergent structure of argument, which forms the horizon of every critical discussion.
warwick.ac.uk
Although children's discourse plays a vital role in the construction of meanings and knowledge in educational contexts, we are still remarkably ignorant about the nature of this talk and how it works. There is very little knowledge about the structure, content and function of children's oral language or about how it changes and develops across the curriculum and activities employed over the school years. Yet, without close analysis of children's social meanings in discourse and their functioning in the interaction processes important information of the learning processes and mechanisms will be lost. This paper discusses and illustrates a framework, focusing on the functional meanings of children's discourse, which can be used to investigate the nature of children's classroom discourse. First, the theoretical underpinning of the method will be described. Then, the framework is introduced and its possible research applications outlined.
Children’s and Teacher’s Discourse in the Classroom: Same or Different?
1997
L'A. analyse les strategies developpees par l'enseignant en maternelle pour introduire l'enfant dans son propre discours. Ces strategies consistent par exemple a laisser des blancs pour que l'enfant les remplissent, ou bien a reprendre une phrase de l'enfant en utilisant un vocabulaire different
This paper examines the pedagogical children’s book was as an object that mediated the exchange of knowledge and sympathy between adults and children, literary and projected. The paper analyses Anna Laetitia Barbauld’s 'Lessons for Children', Lady Ellenor Fenn’s 'Cobwebs to Catch Flies', Sarah Trimmer’s 'An Easy Introduction to Nature' and Mary-Ann Kilner's 'Familiar Dialogues' to examine how the conversational format projects an interactive and periodic reading experience between adults and children. As the literary maternal figures guide their literary charges through daily activities and tell episodic stories, the conversational language and sentence structures encourage implied adult and child readers to use the linguistic and imaginative space created by the narrated events to participate in communal practical activities. The creation of these shared spaces does not diminish or alter the works’ pedagogical purpose, nor does it affect the hierarchical relationship between the guiding adult and the guided child. However, creating this common linguistic space creates a ladder-like model that facilitates a non-dichotomous relationship between the teacher and the student, placing the pedagogical process in a relational interaction softened by sympathy. The paper thus challenges models of subjugation that have been applied to children's literature studies and posits that using an eighteenth-century conception of the adult-child temporal spectrum enables a more productive understanding of the origins and developments of children's literature.
The Functions of Language in Children's Classroom Discourse
International Journal of Education and Research, 2015
Previous studies in the functions and development of language in classroom discourse (Cazden, 2001; Fulk-Row, 1996; Hall, 1998; Willis, 1981; Zhang, 2008) have explained further its importance as it relates to classroom talk that occurs between teachers and students. However, the premise that the mere opportunity for social interaction and discourse will not necessary lead to learning experiences, unless serious attention is paid to the purposes that the discourse serves in particular activities and the types of interactions to which it contributes to, has not been investigated yet in the Philippine context. Informed by the proposed framework of Kumupulainen & Wray (1997) on analyzing children’s classroom discourse, this study aims to identify the various functions of language among children’s discourse and how these language functions are used to negotiate meaning in a social classroom interaction. Findings on the video recorded and transcribed children’s classroom discourse reveal that there are categorized and uncategorized language functions that come into play. Accordingly, categorized language functions (e.g. interrogative, responsive, organization, to name a few) show that children use informative language (most predominantly) in a social interaction while the uncategorized language functions (e.g. code-switching; polite expressions; expression of sarcasm; repetition/emphasis; self-correction, to name a few) co-occur with their own intentions that may contribute to the existing language functions in children’s discourse. In conclusion, results show that children’s classroom discourse when paid attention leads to learning experiences through the use of various language functions that determine children’s purpose in the negotiation of meaning in their talk.
Everyday Life Discourses in Kindergarten
2013
There are two agendas for this article: The first is to reveal what kind of knowledge about cultural forma� tion that might be embedded in examples from everyday life of oneyearolds and staff in kindergarten, con� cerning meals, outdoor sleeping and organized music activities. The other agenda is a methodological one, claiming discourse analysis to be suitable for illuminating daily practices as representing dominating discours� es about kindergarten. This type of analysis is especially appropriate to explore the conditions for cultural for� mation and to understand what constitutes the meaningfulness of daily activities. It can be helpful for the kindergarten teachers and other staff to become aware of the content of their practice, to be able to discuss what is satisfying and what may need change. Choosing discourse theory, with the French philosopher Michel Foucault and his ideas on discourse, powerknowledge, subject positions and space, as a tool for analysing kindergarten pract...