EECERA Conference 2022 Abstract

Research aims: We will illustrate how real-life video clips of teacher-child interactions analysed through the methodology of conversation analysis (CA) can be used for professional learning in effective ECEC pedagogy.  

Relationship to previous research   

High-quality interactions in early childhood education and care (ECEC) are central to children’s early learning (Tayler, Cloney & Niklas, 2015), yet the details of how to build these interactions is not always accessible in ECEC professional development (Hamre et.al,2013). To address this, we show that by supporting educators to identify effective practices in empirical data, the mechanisms of effective practice become clear (Church, Bateman & Danby, 2022). 

Theoretical and conceptual framework 

Our research builds on the Conversation Analytic Role-play Method (CARM; see Stokoe, 2014).  

Paradigm methodology and methods 

From an ethnomethodological perspective, we use the methods of CA to investigate elements of learning interactions (Church & Bateman, 2021). 

Ethical considerations 

Participants provided assent and consent to use the video data for the purposes of teaching and research, and video data are anonymized using filters and audio deletion of names.  

Main findings or discussion 

We demonstrate how a CA approach to ECEC pedagogy is useful in understanding and implementing recommended practices, such as sustained shared thinking (Siraj, Kingston & Melhuish, 2015). Exploring the micro-details of real-life teacher-child interactions, enables us to identify the sequences of turns (e.g. the design of questions and responses in the third turn) that support children’s learning.   

Implications for practice and policy 

We argue that this approach contributes to professional reflection that is otherwise unachievable within the demands of daily professional routines and practice.  

Keywords: 

Professional learning in ECEC; conversation analysis; child-teacher interactions; CARM; talking with children 

References 

Church, A. & Bateman, A. (2021) Conversation analytic role-play method (CARM) for early childhood teacher education, Teacher Development, 24(5), 652-668, DOI: 10.1080/13664530.2020.1820371 

Church, A. Bateman, A. & Danby, S. (2022) Conversation analysis for early childhood teachers. In A. Church & A. Bateman (Eds.) Talking with Children: A Handbook of Interaction in Early Childhood Education (in press). Cambridge: Cambridge University Press.  

Siraj, I., D. Kingston, and E. C. Melhuish, (Eds.) (2015). Assessing Quality in Early Childhood Education and Care: Sustained Shared Thinking and Emotional Well-Being (SSTEW) Scale for 2–5-Year-Olds Provision. London: Trentham Books. 

Hamre, B.K., Pianta, R.C., Downer, J.T., DeCoster, J., Mashburn, A.J., Jones, S.M., Brown, J.L., Capella, E., Atkins, M., Rivers, S.E., Brackett, M.A. & Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness over 4,000 classrooms. Elementary School Journal, 113(4), 461-487.  

Stokoe, E. (2014). The Conversation Analytic Role-Play Method (CARM): A method for training communication skills as an alternative to simulated role-play. Research on Language and Social Interaction 47(3), 255–265. doi:10.1080/08351813.2014.925663. 

Tayler C., Cloney, D., & Niklas, F. (2015). A bird in the hand: Understanding the trajectories of development of young children and the need for action to improve outcomes. Australasian Journal of Early Childhood, 40(3), 51-60.