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Circle time in preschool as a practice for developing language support between teachers and children using the structured ELSA model.

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Title: Circle time in preschool as a practice for developing language support between teachers and children using the structured ELSA model.
Authors: Rönnerman, Karin1 (AUTHOR) karin.ronnerman@gu.se, Nordberg, Ann1 (AUTHOR)
Source: Educational Action Research. Feb2026, Vol. 34 Issue 1, p5-20. 16p.
Subject Terms: *Teacher-student communication, *Action research, *Early childhood education, *Professional employee training, *Language acquisition
Abstract: This paper focuses on how early childhood teachers developed deeper understandings of their communication support for children in everyday practice through professional learning conversations by introducing the Early Language Support Activity (ELSA) model. With this model, communication patterns were studied using a proven observation tool based on language research and developed by Dockrell et al. (2015). This protocol was used in a process of action research focused on communication patterns in circle time, which gave the early childhood teachers data to discuss and reflect on what happens in their conversations with children. The theory of practice architectures was used as a theoretical lens to understand the conditions of possibility that action research might provide for learners and leaders of professional learning.In conclusion, through changed practice architectures, participants developed awareness of themselves as educators and learned that communication with children can be supported and developed by circle time. Moreover, the interaction and communication practices among members of the teacher team were enhanced through realization of the importance of a structure in developing their communication patterns. [ABSTRACT FROM AUTHOR]
Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Circle time in preschool as a practice for developing language support between teachers and children using the structured ELSA model.
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  Data: <searchLink fieldCode="JN" term="%22Educational+Action+Research%22">Educational Action Research</searchLink>. Feb2026, Vol. 34 Issue 1, p5-20. 16p.
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  Data: This paper focuses on how early childhood teachers developed deeper understandings of their communication support for children in everyday practice through professional learning conversations by introducing the Early Language Support Activity (ELSA) model. With this model, communication patterns were studied using a proven observation tool based on language research and developed by Dockrell et al. (2015). This protocol was used in a process of action research focused on communication patterns in circle time, which gave the early childhood teachers data to discuss and reflect on what happens in their conversations with children. The theory of practice architectures was used as a theoretical lens to understand the conditions of possibility that action research might provide for learners and leaders of professional learning.In conclusion, through changed practice architectures, participants developed awareness of themselves as educators and learned that communication with children can be supported and developed by circle time. Moreover, the interaction and communication practices among members of the teacher team were enhanced through realization of the importance of a structure in developing their communication patterns. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09650792.2024.2421959
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      – Code: eng
        Text: English
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      – SubjectFull: Early childhood education
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      – SubjectFull: Professional employee training
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      – SubjectFull: Language acquisition
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              Text: Feb2026
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