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dc.contributor.authorHu, J
dc.contributor.authorTorr, J
dc.contributor.authorDegotardi, S
dc.contributor.authorHan, F
dc.date.accessioned2019-07-31T05:16:44Z
dc.date.available2019-07-31T05:16:44Z
dc.date.issued2019
dc.identifier.issn0957-5146
dc.identifier.doi10.1080/09575146.2017.1368008
dc.identifier.urihttp://hdl.handle.net/10072/386273
dc.description.abstractThis study investigated the manner in which 56 infant educators used language to direct the behaviour of infants (defined as children aged birth to two years), on the basis that the ways in which educators frame their commands represent an important component of young children’s learning experiences. Underpinned by systemic functional linguistic theory, the study analysed the frequency and type of command produced by educators with university, diploma and certificate qualifications. Suggestive and indirect commands convey a sense of negotiation, as if the addressees’ subjective opinions and thoughts are considered, while nonsuggestive and direct commands foreground the speakers’ power and authority. The findings demonstrate that commands feature frequently in educators’ talk to infants, with nonsuggestive and direct commands being most commonly used. Individual differences were related to the qualifications of staff. University-qualified early childhood teachers used significantly fewer nonsuggestive and direct commands than did diploma and certificate-qualified educators, and they were more likely to provide infants with a reason for the command. These findings have implications for the way in which learning opportunities are created by the language that educators use, and for the overall quality of infant early childhood programmes.
dc.description.peerreviewedYes
dc.relation.ispartofpagefrom190
dc.relation.ispartofpageto204
dc.relation.ispartofissue2
dc.relation.ispartofjournalEarly Years
dc.relation.ispartofvolume39
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchcode3903
dc.titleEducators’ use of commanding language to direct infants’ behaviour: relationship to educators’ qualifications and implications for language learning opportunities
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.rights.copyright© 2019 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Early Years on 24 Aug 2017, available online: https://www.tandfonline.com/doi/full/10.1080/09575146.2017.1368008
gro.hasfulltextFull Text
gro.griffith.authorHan, Feifei D.


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