Teacher-Child Interaction in Preschool Science Learning: Focussing on Quantitative Aspects of Children's Talk

In early-childhood education, the importance of educational dialogue and adaptive instructional support, that is, scaffolding, is highlighted for young children's learning.The present study aims at examining quantitative as well as qualitative aspects of teachers' and children's talk within this dialogue and the interaction between them with regard to children's domain-specific knowledge acquisition. In a longitudinal study in 34 Swiss preschool classes, a standardized learning environment was implemented and teachers' use of scaffolding strategies was assessed by using a theory-based category system. Children's early science learning was measured at three measurement points. Subsequently, videos were analyzed, by coding children's and teachers' proportions of talk within this educational dialogue. Our findings show that children's and teachers' frequency of talking within this small group talk seems to be equal; while teachers' contributions are much more extensive. Furthermore, results of multilevel regression analysis show a positive interaction between children's active participation in these group talks and teachers' activation of prior knowledge, as a particular scaffolding means.To this end, it is beneficial for learning processes to support children to actively participate in educational dialogue and simultaneously activate their prior knowledge. Possible implications for instructional processes and concrete verbal support in the context of early childhood science education are discussed.