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Research Article
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Sometimes It's Very Difficult to Get Children to Talk!: Teachers' Views on Conversations in Preschool Education

Year 2024, Volume: 12 Issue: 4, 898 - 918, 31.10.2024

Aslı Temiz Çağlar , İlkay Ulutaş

https://doi.org/10.16916/aded.1504654

Abstract

This study aimed to examine in depth the needs of preschool teachers related to language-supportive conversations in preschool education settings. A case study based on qualitative research was used, involving 10 preschool teachers in Samsun province, selected by a type of purposive sampling known as snowball sampling. Data were collected through face-to-face semi-structured interviews with the teachers. Content analysis was used in the analysis of data. The findings are presented under the following themes: views on children's verbal interaction skills, views on teachers’ language features, practices supporting conversations, practices supporting vocabulary development, and professional development needs. Teachers referred to changes in children's verbal interaction skills over recent years, highlighted the diverse needs of children, and reported using a variety of methods to support conversations and vocabulary development and emphasized that they needed trainings regarding this issue. The findings suggest that children need support based on individual differences in their verbal interaction skills, and that teachers require training on scientifically based conversation practices.

Keywords

Preschool education oral language development teacher language conversation

References

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Bazen Çocukları Konuşturmak Çok Zor!: Okul Öncesi Eğitimde Karşılıklı Konuşmalara Yönelik Öğretmen Görüşleri

Year 2024, Volume: 12 Issue: 4, 898 - 918, 31.10.2024

Aslı Temiz Çağlar , İlkay Ulutaş

https://doi.org/10.16916/aded.1504654

Abstract

Bu araştırmada okul öncesi öğretmenlerinin karşılıklı konuşma uygulamaları ve ihtiyaçları derinlemesine incelenmeye çalışılmıştır. Araştırmanın yönteminde nitel araştırma desenlerinden durum çalışması kullanılmıştır. Çalışma grubu Samsun ilinde görev yapan 10 okul öncesi öğretmeninden oluşmaktadır. Çalışma grubunu belirlemek için amaçlı örnekleme yöntemi türlerinden kartopu örnekleme kullanılmıştır. Veri toplama sürecinde öğretmenlerle yüz yüze yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Verilerin analizinde içerik analizi kullanılmıştır. Sonuç olarak bulgular; çocukların sözel etkileşim becerilerine ilişkin görüşler, öğretmen dili özelliklerine ilişkin görüşler, karşılıklı konuşmaları destekleyen çalışmalar, kelime bilgisini destekleyen çalışmalar ve mesleki gelişim ihtiyaçları temaları altında sunulmuştur. Öğretmenler çocukların sözel etkileşim becerilerinde geçmişe kıyasla değişimler olduğunu, çocukların ihtiyaçlarının çok çeşitli olduğunu, karşılıklı konuşmaları ve kelime bilgisini desteklemek için dil etkinliklerinde kullanılan yöntemlerden yararlandıklarını ve bu konuda eğitimlere ihtiyaç duyduklarını vurgulamıştır. Bulgulardan hareketle çocukların sözel etkileşim becerilerine yönelik bireysel farklılıkları temel alan bir desteğe ve öğretmenlerin ise bilimsel dayanaklı karşılıklı konuşma uygulamaları konusunda bir eğitime ihtiyacı olduğu söylenebilir.

Keywords

Okul öncesi eğitimi sözel dil gelişimi öğretmen dili karşılıklı konuşma

References

  • Başalev, S., & Soysal, Y. (2020). Okul öncesi öğretmenlerinin sınıf içi etkileşim örüntülerinin incelenmesi: sınıf söylemi analizi yaklaşımı. Academy Journal of Educational Sciences, 4(2), 111-127.
  • Bredekamp, S. (2015). Erken çocukluk eğitiminde etkili uygulamalar. H. Z. İnan & T. İnan. (Çev. Ed.) Ankara: Nobel.
  • Brushe, M. E., Haag, D. G., Melhuish, E. C., Reilly, S., & Gregory, T. (2024). Screen time and parent- child talk when children are aged 12 to 36 months. JAMA pediatrics, 178(4), 369-375.
  • Burchinal, M., Vernon-Feagans, L., Cox, M., & Key Family Life Project Investigators. (2008). Cumulative social risk, parenting, and infant development in rural low-income communities. Parenting: Science and Practice, 8(1), 41-69.
  • Burdelski, M. (2011). Language socialization and politeness routines. The handbook of language socialization, 275-295.
  • Bustamante, A. S., Hindman, A. H., Champagne, C. R., & Wasik, B. A. (2018). Circle time revisited: How do preschool classrooms use this part of the day?. The elementary school journal, 118(4), 610- 631.
  • Cabell, S. Q., Justice, L. M., McGinty, A. S., DeCoster, J., & Forston, L. D. (2015). Teacher–child conversations in preschool classrooms: Contributions to children's vocabulary development. Early Childhood Research Quarterly, 30, 80-92.
  • Chen, J. J., & Kim, S. (2014). The quality of teachers’ interactive conversations with preschool children from low-income families during small-group and large-group activities. Early Years, 34(3), 271-288. doi:10.1080/ 09575146.2014.912203
  • Christakis, D. A., Gilkerson, J., Richards, J. A., Zimmerman, F. J., Garrison, M. M., Xu, D., ... & Yapanel, U. (2009). Audible television and decreased adult words, infant vocalizations, and conversational turns: A population-based study. Archives of pediatrics & Adolescent Medicine, 163(6), 554-558.
  • Cocking, R., & Mestre, J. (1988). Introduction: Considerations of language mediators of mathematics learning. In R. Cocking & J. Mestre (Eds.), Linguistic and cultural influences on learning mathematics (pp. 3-16). Hillsdale, NJ: Erlbaum.
  • Creswell, W.J. (2017). Karma yöntem araştırmalarına giriş (1. baskı). (M. Sözbilir, Çev.) Ankara: Pegem Akademi.
  • Curenton, S. M. (2016). Conversation compass: a teacher's guide to high-quality language learning in young children. Redleaf Press.
  • Curenton, S. M., & Zucker, T. (2013). Instructional conversations in early childhood classrooms: policy suggestions for curriculum standards and professional development. Creative Education, 4(7), 60.
  • Curenton, S. M., Rochester, S. E., Syed, Y. M., & Gardner, S. L. (2021). Conversations in early childhood classrooms: Preliminary findings from a professional development intervention. In Advancing knowledge and building capacity for early childhood research (pp. 103-118). American Educational Research Association.
  • Dailey, S., & Bergelson, E. (2022). Language input to infants of different socioeconomic statuses: A quantitative meta‐analysis. Developmental Science, 25(3), e13192.
  • Daneri, M. P., Blair, C., Kuhn, L. J., FLP Key Investigators, Vernon‐Feagans, L., Greenberg, M., ... & Mills‐ Koonce, R. (2019). Maternal language and child vocabulary mediate relations between socioeconomic status and executive function during early childhood. Child Development, 90(6), 2001-2018.
  • Demiriz, S., & Başaran, M. (2021). Okul öncesi eğitimde öğretmen adayları ve çocukların diyalogları. Erken Çocukluk Çalışmaları Dergisi, 5(1), 180-208.
  • Dickinson, D. K., & Porche, M. V. (2011). Relation between language experiences in preschool classrooms and children’s kindergarten and fourth‐grade language and reading abilities. Child development, 82(3), 870-886.
  • Durden, T., & Dangel, J. R. (2008). Teacher‐involved conversations with young children during small group activity. Early Years, 28(3), 251-266.
  • Erdoğan, N. I., & Akay, B. (2015). Okul öncesi eğitimde hikaye okuma ve öğretmen sorularının incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(36), 34-46.
  • Ergül, C., Akoğlu, G., Sarıca, A., Tufan, M., & Karaman, G. (2015). Ana sınıflarında gerçekleştirilen birlikte kitap okuma etkinliklerinin "etkileşimli kitap okuma” bağlamında incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 603-619.
  • Farrow, J., Wasik, B. A., & Hindman, A. H. (2020). Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning. Early Childhood Research Quarterly, 51, 178-190.
  • Gest, S. D., Holland-Coviello, R., Welsh, J. A., Eicher-Catt, D. L., & Gill, S. (2006). Language development subcontexts in Head Start classrooms: Distinctive patterns of teacher talk during free play, mealtime, and book reading. Early Education and Development, 17(2), 293-315.
  • Gilkerson, J., Richards, J. A., Warren, S. F., Montgomery, J. K., Greenwood, C. R., Kimbrough Oller, D., ... & Paul, T. D. (2017). Mapping the early language environment using all-day recordings and automated analysis. American journal of speech-language pathology, 26(2), 248-265.
  • Girolametto, L., Weitzman, E., & Greenberg, J. (2006). Facilitating language skills: Inservice education for early childhood educators and preschool teachers. Infants & Young Children, 19(1), 36-46.
  • Gómez, E., & Strasser, K. (2021). Language and socioemotional development in early childhood: The role of conversational turns. Developmental Science, 24(5), e13109.
  • Grifenhagen, J. F., Barnes, E. M., Collins, M. F., & Dickinson, D. K. (2017). Talking the talk: Translating research to practice. Early Child Development and Care, 187(3-4), 509-526.
  • Günay Bilaloğlu, R., Aktaş Arnas, Y., & Yaşar, M. (2017). Question types and wait-time during science related activities in Turkish preschools. Teachers and Teaching, 23(2), 211-226.
  • Hadley, E. B., & Mendez, K. Z. (2021). A systematic review of word selection in early childhood vocabulary instruction. Early Childhood Research Quarterly, 54, 44-59.
  • Hadley, E. B., Barnes, E. M., & Hwang, H. (2023). Purposes, places, and participants: A systematic review of teacher language practices and child oral language outcomes in early childhood classrooms. Early Education and Development, 34(4), 862-884.
  • Hadley, E. B., Barnes, E. M., Wiernik, B. M., & Raghavan, M. (2022). A meta-analysis of teacher language practices in early childhood classrooms. Early Childhood Research Quarterly, 59, 186-202.
  • Hadley, E. B., Newman, K. M., & Mock, J. (2020). Setting the stage for TALK: Strategies for encouraging language‐building conversations. The Reading Teacher, 74(1), 39-48.
  • Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H Brookes.
  • Hindman, A. H., Skibbe, L. E., & Foster, T. D. (2014). Exploring the variety of parental talk during shared book reading and its contributions to preschool language and literacy: Evidence from the Early Childhood Longitudinal Study-Birth Cohort. Reading and Writing, 27, 287-313.
  • Hindman, A. H., Wasik, B. A., & Bradley, D. E. (2019). How classroom conversations unfold: Exploring teacher–child exchanges during shared book reading. Early Education and Development, 30(4), 478-495.
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There are 73 citations in total.

Details

Primary Language Turkish
Subjects Turkish and Social Sciences Education (Diğer)
Journal Section Articles
Authors

Aslı Temiz Çağlar 0000-0001-7533-0651

İlkay Ulutaş 0000-0002-2234-0773

Early Pub Date October 29, 2024
Publication Date October 31, 2024
Submission Date June 26, 2024
Acceptance Date October 19, 2024
Published in Issue Year 2024 Volume: 12 Issue: 4

Cite

APA Temiz Çağlar, A., & Ulutaş, İ. (2024). Bazen Çocukları Konuşturmak Çok Zor!: Okul Öncesi Eğitimde Karşılıklı Konuşmalara Yönelik Öğretmen Görüşleri. Ana Dili Eğitimi Dergisi, 12(4), 898-918. https://doi.org/10.16916/aded.1504654

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