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dc.contributor.authorBateman, Amanda
dc.identifier.citationBateman, A. (2013). Responding to children’s answers: questions embedded in the social context of early childhood education. Early Years: An International Research Journal, published online 08 June 2013.en_NZ
dc.description.abstractThis article presents analysis of question–answer sequences during problem inquiry between a teacher and two children in an early childhood crèche in New Zealand. Conversation analysis is used to reveal which questions the teacher asks, how children answer the questions, and the teacher’s responses to the child’s answers. Although adults’ ‘effective’ questions were identified and promoted in the REPEY study much less attention has been given to how adults respond to children’s answers. It is imperative to investigate the sequences of talk which follow a question in order to establish how teaching and learning is co-constructed in context, one utterance at a time and as a joint project between teacher and child. The findings suggest that task problems and emotional problems are treated in a similar way during problem inquiry, highlighting the complexity of interactions when teachers are providing both emotional care and educational support for young children.en_NZ
dc.subjectearly childhood educationen_NZ
dc.subjectquestion–answer sequencesen_NZ
dc.subjectteacher–child interactionsen_NZ
dc.subjectNew Zealand early childhood curriculumen_NZ
dc.subjectemotional and educational supporten_NZ
dc.titleResponding to children’s answers: questions embedded in the social context of early childhood educationen_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfEarly Years: An International Research Journalen_NZ

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