Not Just Talk, But a “Dance”! How Kindergarten Teachers Opened and Closed Spaces for Teacher–Child Authentic Dialogue

Martha J. Strickland, Barbara A. Marinak

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

Although authentic dialogue between teachers and young children is vital to the learning process, increasingly diverse student populations and a focus on high-stakes testing, challenge teachers’ approaches to such conversations. This study examined the verbal and nonverbal interactions between five teachers and young children using child-taken photographs to promote conversation. Analysis exposed how the teachers’ nonverbal and verbal responsiveness opened and closed conversational spaces for the children to describe their home contexts. This teacher–child dance illuminates the necessary and effective pursuit of attending to both verbal and nonverbal communication in authentic dialogue and suggests a teacher choreograph that, when attended to, is positioned for effective and efficient use within the increasingly diverse and time-pressured classroom.

Original languageEnglish (US)
Pages (from-to)613-621
Number of pages9
JournalEarly Childhood Education Journal
Volume44
Issue number6
DOIs
StatePublished - Nov 1 2016

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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