Teacher-children interaction and concept development in kindergarten

Autores
Rosemberg, Celia Renata; Silva, María Luisa
Año de publicación
2009
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
This article analyzes the interaction between teachers and children in kindergarten classrooms in order to identify and describe the discursive strategies of teachers that retrieve children's previous expressions to clarify and specify concepts represented in them. Data analyzed include 90 situations of teacher–children exchanges in 7 kindergarten classrooms located in marginal urban neighborhoods in the outskirts of the city of Buenos Aires, Argentina. The analysis followed a qualitative procedure: the constant comparative method (CitationGlaser & Strauss, 1967; CitationStrauss & Corbin, 1991). This allowed the authors to identify and describe the various ways in which teachers reconceptualize information offered by the children in ways that allow them to gradually specify, define, and characterize concepts underlying the words they use, albeit with a limited meaning. It also leads children to develop a finer differentiation and integration between concepts. Such development promotes processes of generalization and construction of hierarchical taxonomies.
Fil: Rosemberg, Celia Renata. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Silva, María Luisa. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Materia
INTERACTIONS
CHILD LANGUAGE
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/229853
Acceder
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repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Teacher-children interaction and concept development in kindergartenRosemberg, Celia RenataSilva, María LuisaINTERACTIONSCHILD LANGUAGEhttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5This article analyzes the interaction between teachers and children in kindergarten classrooms in order to identify and describe the discursive strategies of teachers that retrieve children's previous expressions to clarify and specify concepts represented in them. Data analyzed include 90 situations of teacher–children exchanges in 7 kindergarten classrooms located in marginal urban neighborhoods in the outskirts of the city of Buenos Aires, Argentina. The analysis followed a qualitative procedure: the constant comparative method (CitationGlaser & Strauss, 1967; CitationStrauss & Corbin, 1991). This allowed the authors to identify and describe the various ways in which teachers reconceptualize information offered by the children in ways that allow them to gradually specify, define, and characterize concepts underlying the words they use, albeit with a limited meaning. It also leads children to develop a finer differentiation and integration between concepts. Such development promotes processes of generalization and construction of hierarchical taxonomies.Fil: Rosemberg, Celia Renata. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: Silva, María Luisa. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaRoutledge Journals, Taylor & Francis Ltd2009-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/229853Rosemberg, Celia Renata; Silva, María Luisa; Teacher-children interaction and concept development in kindergarten; Routledge Journals, Taylor & Francis Ltd; Discourse Processes; 46; 6; 12-2009; 572-5910163-853XCONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/doi/10.1080/01638530902959588info:eu-repo/semantics/altIdentifier/url/https://www.tandfonline.com/doi/abs/10.1080/01638530902959588info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T10:36:44Zoai:ri.conicet.gov.ar:11336/229853instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 10:36:44.913CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Teacher-children interaction and concept development in kindergarten
title Teacher-children interaction and concept development in kindergarten
spellingShingle Teacher-children interaction and concept development in kindergarten
Rosemberg, Celia Renata
INTERACTIONS
CHILD LANGUAGE
title_short Teacher-children interaction and concept development in kindergarten
title_full Teacher-children interaction and concept development in kindergarten
title_fullStr Teacher-children interaction and concept development in kindergarten
title_full_unstemmed Teacher-children interaction and concept development in kindergarten
title_sort Teacher-children interaction and concept development in kindergarten
dc.creator.none.fl_str_mv Rosemberg, Celia Renata
Silva, María Luisa
author Rosemberg, Celia Renata
author_facet Rosemberg, Celia Renata
Silva, María Luisa
author_role author
author2 Silva, María Luisa
author2_role author
dc.subject.none.fl_str_mv INTERACTIONS
CHILD LANGUAGE
topic INTERACTIONS
CHILD LANGUAGE
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv This article analyzes the interaction between teachers and children in kindergarten classrooms in order to identify and describe the discursive strategies of teachers that retrieve children's previous expressions to clarify and specify concepts represented in them. Data analyzed include 90 situations of teacher–children exchanges in 7 kindergarten classrooms located in marginal urban neighborhoods in the outskirts of the city of Buenos Aires, Argentina. The analysis followed a qualitative procedure: the constant comparative method (CitationGlaser & Strauss, 1967; CitationStrauss & Corbin, 1991). This allowed the authors to identify and describe the various ways in which teachers reconceptualize information offered by the children in ways that allow them to gradually specify, define, and characterize concepts underlying the words they use, albeit with a limited meaning. It also leads children to develop a finer differentiation and integration between concepts. Such development promotes processes of generalization and construction of hierarchical taxonomies.
Fil: Rosemberg, Celia Renata. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Silva, María Luisa. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
description This article analyzes the interaction between teachers and children in kindergarten classrooms in order to identify and describe the discursive strategies of teachers that retrieve children's previous expressions to clarify and specify concepts represented in them. Data analyzed include 90 situations of teacher–children exchanges in 7 kindergarten classrooms located in marginal urban neighborhoods in the outskirts of the city of Buenos Aires, Argentina. The analysis followed a qualitative procedure: the constant comparative method (CitationGlaser & Strauss, 1967; CitationStrauss & Corbin, 1991). This allowed the authors to identify and describe the various ways in which teachers reconceptualize information offered by the children in ways that allow them to gradually specify, define, and characterize concepts underlying the words they use, albeit with a limited meaning. It also leads children to develop a finer differentiation and integration between concepts. Such development promotes processes of generalization and construction of hierarchical taxonomies.
publishDate 2009
dc.date.none.fl_str_mv 2009-12
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/229853
Rosemberg, Celia Renata; Silva, María Luisa; Teacher-children interaction and concept development in kindergarten; Routledge Journals, Taylor & Francis Ltd; Discourse Processes; 46; 6; 12-2009; 572-591
0163-853X
CONICET Digital
CONICET
url http://hdl.handle.net/11336/229853
identifier_str_mv Rosemberg, Celia Renata; Silva, María Luisa; Teacher-children interaction and concept development in kindergarten; Routledge Journals, Taylor & Francis Ltd; Discourse Processes; 46; 6; 12-2009; 572-591
0163-853X
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.1080/01638530902959588
info:eu-repo/semantics/altIdentifier/url/https://www.tandfonline.com/doi/abs/10.1080/01638530902959588
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
application/pdf
dc.publisher.none.fl_str_mv Routledge Journals, Taylor & Francis Ltd
publisher.none.fl_str_mv Routledge Journals, Taylor & Francis Ltd
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.070432

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