Teacher–Child Interaction in a Goal-Oriented Preschool Context: A Micro-Analytical Study

The international trend of positioning the preschool as a pre-academic learning environment is challenging for preschool teachers, as it necessitates a balance between emotionally supportive interaction and goal-oriented learning instruction. However, previous research suggests that the complexities...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Katarina Nilfyr, Jonas Aspelin, Annika Lantz-Andersson
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	teacher–child interactions preschool micro-analysis deference-emotion system social adaptation Education L
Acceso en línea:	https://doaj.org/article/1f6ca7061dbd4abdb18640561b55e44c
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:1f6ca7061dbd4abdb18640561b55e44c
record_format	dspace
spelling	oai:doaj.org-article:1f6ca7061dbd4abdb18640561b55e44c2021-11-25T17:23:24ZTeacher–Child Interaction in a Goal-Oriented Preschool Context: A Micro-Analytical Study10.3390/educsci111106922227-7102https://doaj.org/article/1f6ca7061dbd4abdb18640561b55e44c2021-10-01T00:00:00Zhttps://www.mdpi.com/2227-7102/11/11/692https://doaj.org/toc/2227-7102The international trend of positioning the preschool as a pre-academic learning environment is challenging for preschool teachers, as it necessitates a balance between emotionally supportive interaction and goal-oriented learning instruction. However, previous research suggests that the complexities of such interactions need to be further studied. This article contributes by presenting a very detailed exploration of how social adaptation is pursued in a goal-oriented documentation activity. The study used a micro-sociological approach, characterized by the careful analysis of verbal and nonverbal interactions. Two research questions were raised: (1) How is social adaptation pursued in verbal and nonverbal interactions in preschool teacher–child relationships during a goal-oriented activity? and (2) How can social adaptation in the preschool context be understood in terms of a “deference-emotion system”? Interactions between a teacher and child in two video-recorded episodes were transcribed and sequentially analyzed thoroughly. The findings suggest that the interactions were regulated through an informal system of social sanctions, in which nonverbal signs of deference played a key role. The interaction was shown to be embedded in an institutional context that advocates goal-oriented instruction, thus highlighting the challenge of preschool teaching in attempting to promote goal-oriented processes while simultaneously maintaining respectful, caring teacher–child relationships.Katarina NilfyrJonas AspelinAnnika Lantz-AnderssonMDPI AGarticleteacher–child interactionspreschoolmicro-analysisdeference-emotion systemsocial adaptationEducationLENEducation Sciences, Vol 11, Iss 692, p 692 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	teacher–child interactions preschool micro-analysis deference-emotion system social adaptation Education L
spellingShingle	teacher–child interactions preschool micro-analysis deference-emotion system social adaptation Education L Katarina Nilfyr Jonas Aspelin Annika Lantz-Andersson Teacher–Child Interaction in a Goal-Oriented Preschool Context: A Micro-Analytical Study
description	The international trend of positioning the preschool as a pre-academic learning environment is challenging for preschool teachers, as it necessitates a balance between emotionally supportive interaction and goal-oriented learning instruction. However, previous research suggests that the complexities of such interactions need to be further studied. This article contributes by presenting a very detailed exploration of how social adaptation is pursued in a goal-oriented documentation activity. The study used a micro-sociological approach, characterized by the careful analysis of verbal and nonverbal interactions. Two research questions were raised: (1) How is social adaptation pursued in verbal and nonverbal interactions in preschool teacher–child relationships during a goal-oriented activity? and (2) How can social adaptation in the preschool context be understood in terms of a “deference-emotion system”? Interactions between a teacher and child in two video-recorded episodes were transcribed and sequentially analyzed thoroughly. The findings suggest that the interactions were regulated through an informal system of social sanctions, in which nonverbal signs of deference played a key role. The interaction was shown to be embedded in an institutional context that advocates goal-oriented instruction, thus highlighting the challenge of preschool teaching in attempting to promote goal-oriented processes while simultaneously maintaining respectful, caring teacher–child relationships.
format	article
author	Katarina Nilfyr Jonas Aspelin Annika Lantz-Andersson
author_facet	Katarina Nilfyr Jonas Aspelin Annika Lantz-Andersson
author_sort	Katarina Nilfyr
title	Teacher–Child Interaction in a Goal-Oriented Preschool Context: A Micro-Analytical Study
title_short	Teacher–Child Interaction in a Goal-Oriented Preschool Context: A Micro-Analytical Study
title_full	Teacher–Child Interaction in a Goal-Oriented Preschool Context: A Micro-Analytical Study
title_fullStr	Teacher–Child Interaction in a Goal-Oriented Preschool Context: A Micro-Analytical Study
title_full_unstemmed	Teacher–Child Interaction in a Goal-Oriented Preschool Context: A Micro-Analytical Study
title_sort	teacher–child interaction in a goal-oriented preschool context: a micro-analytical study
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/1f6ca7061dbd4abdb18640561b55e44c
work_keys_str_mv	AT katarinanilfyr teacherchildinteractioninagoalorientedpreschoolcontextamicroanalyticalstudy AT jonasaspelin teacherchildinteractioninagoalorientedpreschoolcontextamicroanalyticalstudy AT annikalantzandersson teacherchildinteractioninagoalorientedpreschoolcontextamicroanalyticalstudy
_version_	1718412394968907776

Teacher–Child Interaction in a Goal-Oriented Preschool Context: A Micro-Analytical Study

Ejemplares similares