”Teachers talking to young children: Investigations to negotiate meanings in everyday conversations”.

The purpose of this study is to contribute with knowledge about how kindergarten teachers can support children's learning of language and the importance of language in terms of learning. Specifically, the study examines how teachers can promote children's participation in everyday conversations through the questions they ask the children.

The study finds that there are three types of pedagogical conduct that are significant for children's participation in everyday conversations: 1) open and preliminary questions; 2) giving the child the necessary time to participate in the conversation and answer the questions, and; 3) inviting the child to share his or her thoughts and experiences.

Over a four-month period, the researcher made video footage of 2 teachers and 40 children aged three to six years engaged in everyday situations. Conversations in which a child makes three or more utterances were transcribed and analysed to see how teachers invite children to participate in the conversation.

Gjems, L. (2010). ”Teachers talking to young children: Investigations to negotiate meanings in everyday conversations”. European Early Childhood Education Research Journal, 18(2), 139-148.