Show simple item record

dc.contributor.authorHu, J
dc.contributor.authorDegotardi, S
dc.contributor.authorTorr, J
dc.contributor.authorHan, F
dc.date.accessioned2019-07-04T12:40:50Z
dc.date.available2019-07-04T12:40:50Z
dc.date.issued2019
dc.identifier.issn1040-9289
dc.identifier.doi10.1080/10409289.2019.1607449
dc.identifier.urihttp://hdl.handle.net/10072/385961
dc.description.abstractResearch Findings: This study examines the frequency of reasoning talk used by 56 educators during their naturally occurring play interactions with infants in their early childhood education and care (ECEC) centers. Using Hasan’s semantic framework, reasons were coded as social (based on social rules) or logical (based on rules of nature). The communicative function of reasoning talk was coded as regulatory (when the reason served to regulate infants’ behavior) or non-regulatory. On average, educators’ reasoning talk comprising only 4.43% of their total talk, with social reasoning used slightly more frequently than logical reasoning. Educators used significantly more social reasoning when regulating infants’ behavior, whereas logical reasoning occurred more frequently during non-regulatory interactions. Educators’ qualification level explained individual differences. Bachelor-qualified educators used significantly more reasoning talk than lower-qualified educators, and this finding was explained by their more frequent use of both social and logical reasoning when regulating infants’ behavior. Practice or Policy: The study identifies reasoning talk as an important element of language environment quality in ECEC infant rooms, and highlights the learning potential of language used for different communicative purposes. Findings demonstrate that well-qualified educators appear well versed to capitalize on the educative potential of this type of talk.
dc.description.peerreviewedYes
dc.publisherRoutledge
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto15
dc.relation.ispartofjournalEarly Education and Development
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchcode3903
dc.titleReasoning as a Pedagogical Strategy in Infant-Addressed Talk in Early Childhood Education Centres: Relationships with Educators’ Qualifications and Communicative Function
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2019 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Early Education and Development on 02 May 2019, available online: https://doi.org/10.1080/10409289.2019.1607449
gro.hasfulltextFull Text
gro.griffith.authorHan, Feifei D.


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record