Children's talking and listening within the classroom: teachers' insights

被引：12

作者：

Bosacki, Sandra ^{[1
]}

Rose-Krasnor, Linda ^{[1
,2
]}

Coplan, Robert J. ^{[3
,4
]}

机构：

[1] Brock Univ, Fac Educ, Dept Grad & Undergrad Studies, St Catharines, ON L2S 3A1, Canada

[2] Brock Univ, Psychol, St Catharines, ON L2S 3A1, Canada

[3] Carleton Univ, Pickering Res Ctr, Dept Psychol, Psychol, Ottawa, ON, Canada

[4] Carleton Univ, Pickering Res Ctr, Pickering Ctr Res Human Dev, Psychol, Ottawa, ON, Canada

来源：

EARLY CHILD DEVELOPMENT AND CARE | 2014年 / 184卷 / 02期

关键词：

teachers' perceptions; social communication; young children; elementary school; qualitative research;

D O I：

10.1080/03004430.2013.781165

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Research suggests that social communication (verbal and non-verbal) plays a key role in students(and teachers(elementary-school experiences. Within the framework of sociocognitive developmental theory, this qualitative study investigates teachers(experiences and perceptions of children(s talking and listening habits within the elementary-grade school classroom. Five Canadian elementary-school educators (three female, two male) discussed their perceptions of young children(s talking and listening behaviours in the classroom. Results indicate that the actions of both talking and listening play a key role in students( and teachers(learning experiences in the classroom. Implications for inclusive and developmentally appropriate curriculum are discussed.

引用

页码：247 / 265

页数：19

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