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Open Access Probleembesprekingen met samenwerkende kleuters

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Abstract

Problem conversations with young children during group work

Problem conversations with intervening teachers may enhance children’s discourse during group work. The few studies focusing on these conversations, however, are normative and experimental in nature, neglecting the joint and sequential nature of these conversations. Therefore, this paper’s aim is to give insight into how teachers and a group of children constitute and continue problem conversations. Detailed analysis informed by Conversation Analysis shows that problems are constructed in three patterns which are distinguished by the teacher’s reaction to the problem initiation resulting in three different continuations. It is found that the teacher’s actions are decisive for how children may contribute to the developing interaction. In particular, the teacher’s reaction to both problem initiations and solution proposals determines whether problem conversations interactions are jointly continued. Theoretical and practical implications are discussed.
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Keywords: conversation analysis; group work; peer interaction; problem-solving; teacher interventions

Document Type: Research Article

Publication date: April 1, 2019

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  • Het Tijdschrift voor Taalbeheersing verschijnt drie keer per jaar en biedt een platform aan taalbeheersers om de resultaten van wetenschappelijk onderzoek naar taal- en tekstgebruik te publiceren. Het onderzoek waarover gerapporteerd wordt, richt zich zowel op schriftelijke als mondelinge taalvaardigheid, op begrijpelijk en/of effectief taalgebruik, op vormen en functies van verschillende tekstgenres en op taalkundige kenmerken van communicatie. Het tijdschrift biedt ruimte aan onderzoek vanuit verschillende disciplines zoals taalwetenschap, tekstwetenschap, conversatie-analyse, communicatiewetenschap, psychologie, onderwijskunde, argumentatietheorie en retorica.

    The Dutch-language journal Tijdschrift voor Taalbeheersing is a platform for academics to publish research results about the use of language and texts. The research focuses on written and oral language skills, on understandable and/or effective language usage, on characteristics of different text genres and on characteristics of texts in communication.
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