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Quality Talk in Early Childhood Education: Mapping Teacher Style.

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Title: Quality Talk in Early Childhood Education: Mapping Teacher Style.
Language: English
Authors: Makin, Laurie, Macquarie Univ., North Ryde (Australia). Inst. of Early Childhood.
Peer Reviewed: N
Page Count: 11
Publication Date: 1995
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Classroom Communication, Classroom Environment, Classroom Techniques, Discipline, Foreign Countries, Instructional Leadership, Teacher Expectations of Students, Teacher Influence, Teacher Response, Teacher Student Relationship, Teaching Styles, Verbal Communication
Geographic Terms: Australia
Abstract: Australia's process for quality child care improvement has 20 core principles, 4 of which relate to interactions between children and staff: (1) staff interactions with children should be warm and friendly; (2) all children should be treated equally, and their individual needs and backgrounds should be respected; (3) both sexes should be treated equally; and (4) staff should use a positive approach in guidance and discipline. With regard to this last principle, teacher style is a key determinant of quality interactions. Teacher style can be mapped out using leadership style characteristics developed by Lewin, Lippit, and White. Semantic features differentiating teacher styles include: (1) type of questions asked; (2) timing and manner of evaluation; (3) type of commands issued; and (4) the offering of global or local information. Teacher praise might be of the student's product, of the student, or of either, combined with supporting information. Democratic and predominant leadership, which provides support and structure, engages children in activities which orient them to specific goals, shows the students how an activity's steps reflect those goals, and assists the students in learning and practicing their own role in the activity. Understanding the role of language in learning facilities understanding how the manner of teachers' speech influences students and can help improve the quality of interaction between teachers and children. Contains 14 references. (JW)
Entry Date: 1996
Accession Number: ED389456
Database: ERIC
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  Data: Quality Talk in Early Childhood Education: Mapping Teacher Style.
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Makin%2C+Laurie%22">Makin, Laurie</searchLink><br /><searchLink fieldCode="AR" term="%22Macquarie+Univ%2E%2C+North+Ryde+%28Australia%29%2E+Inst%2E+of+Early+Childhood%2E%22">Macquarie Univ., North Ryde (Australia). Inst. of Early Childhood.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1995
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research<br />Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Expectations+of+Students%22">Teacher Expectations of Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Influence%22">Teacher Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Response%22">Teacher Response</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Styles%22">Teaching Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Communication%22">Verbal Communication</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Label: Abstract
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  Data: Australia's process for quality child care improvement has 20 core principles, 4 of which relate to interactions between children and staff: (1) staff interactions with children should be warm and friendly; (2) all children should be treated equally, and their individual needs and backgrounds should be respected; (3) both sexes should be treated equally; and (4) staff should use a positive approach in guidance and discipline. With regard to this last principle, teacher style is a key determinant of quality interactions. Teacher style can be mapped out using leadership style characteristics developed by Lewin, Lippit, and White. Semantic features differentiating teacher styles include: (1) type of questions asked; (2) timing and manner of evaluation; (3) type of commands issued; and (4) the offering of global or local information. Teacher praise might be of the student's product, of the student, or of either, combined with supporting information. Democratic and predominant leadership, which provides support and structure, engages children in activities which orient them to specific goals, shows the students how an activity's steps reflect those goals, and assists the students in learning and practicing their own role in the activity. Understanding the role of language in learning facilities understanding how the manner of teachers' speech influences students and can help improve the quality of interaction between teachers and children. Contains 14 references. (JW)
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  Label: Entry Date
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  Data: 1996
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  Data: ED389456
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
    Subjects:
      – SubjectFull: Classroom Communication
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Discipline
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: Teacher Expectations of Students
        Type: general
      – SubjectFull: Teacher Influence
        Type: general
      – SubjectFull: Teacher Response
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Teaching Styles
        Type: general
      – SubjectFull: Verbal Communication
        Type: general
      – SubjectFull: Australia
        Type: general
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      – TitleFull: Quality Talk in Early Childhood Education: Mapping Teacher Style.
        Type: main
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          Name:
            NameFull: Macquarie Univ., North Ryde (Australia). Inst. of Early Childhood.
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          Name:
            NameFull: Makin, Laurie
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          Dates:
            – D: 20
              M: 10
              Type: published
              Y: 1995
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