Reasoning as a pedagogical strategy in infant-addressed talk in early childhood education centres : Relationships with educators’ qualifications and communicative function
Journal article
Hu, Jiangbo, Degotardi, Sheila, Torr, Jane and Han, Feifei. (2019). Reasoning as a pedagogical strategy in infant-addressed talk in early childhood education centres : Relationships with educators’ qualifications and communicative function. Early Education and Development. 30(7), pp. 872-886. https://doi.org/10.1080/10409289.2019.1607449
Authors | Hu, Jiangbo, Degotardi, Sheila, Torr, Jane and Han, Feifei |
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Abstract | Research Findings: This study examines the frequency of reasoning talk used by 56 educators during their naturally occurring play interactions with infants in their early childhood education and care (ECEC) centers. Using Hasan’s semantic framework, reasons were coded as social (based on social rules) or logical (based on rules of nature). The communicative function of reasoning talk was coded as regulatory (when the reason served to regulate infants’ behavior) or non-regulatory. On average, educators’ reasoning talk comprising only 4.43% of their total talk, with social reasoning used slightly more frequently than logical reasoning. Educators used significantly more social reasoning when regulating infants’ behavior, whereas logical reasoning occurred more frequently during non-regulatory interactions. Educators’ qualification level explained individual differences. Bachelor-qualified educators used significantly more reasoning talk than lower-qualified educators, and this finding was explained by their more frequent use of both social and logical reasoning when regulating infants’ behavior. Practice or Policy: The study identifies reasoning talk as an important element of language environment quality in ECEC infant rooms, and highlights the learning potential of language used for different communicative purposes. Findings demonstrate that well-qualified educators appear well versed to capitalize on the educative potential of this type of talk. |
Year | 2019 |
Journal | Early Education and Development |
Journal citation | 30 (7), pp. 872-886 |
Publisher | Routledge |
ISSN | 1040-9289 |
Digital Object Identifier (DOI) | https://doi.org/10.1080/10409289.2019.1607449 |
Scopus EID | 2-s2.0-85065404661 |
Open access | Published as green open access |
Research or scholarly | Research |
Page range | 872-886 |
Funder | Australian Research Council (ARC) |
Author's accepted manuscript | License File Access Level Open |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 02 May 2019 |
Publication process dates | |
Deposited | 02 Aug 2022 |
ARC Funded Research | This output has been funded, wholly or partially, under the Australian Research Council Act 2001 |
Grant ID | ARC/DP140101238 |
https://acuresearchbank.acu.edu.au/item/8y0wq/reasoning-as-a-pedagogical-strategy-in-infant-addressed-talk-in-early-childhood-education-centres-relationships-with-educators-qualifications-and-communicative-function
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Author's accepted manuscript
AM_Hu_2019_Reasoning_as_a_pedagogical_strategy_in.pdf | |
License: CC BY-NC-ND 4.0 | |
File access level: Open |
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