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- Publisher Website: 10.1080/09669760.2014.900476
- Scopus: eid_2-s2.0-84901691640
- WOS: WOS:000211242800004
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Article: Purposeful pauses: teacher talk during early childhood mathematics activities
Title | Purposeful pauses: teacher talk during early childhood mathematics activities |
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Authors | |
Keywords | wait time conversation analysis early childhood mathematics pauses intentional teaching |
Issue Date | 2014 |
Citation | International Journal of Early Years Education, 2014, v. 22, n. 2, p. 169-183 How to Cite? |
Abstract | This paper describes how early childhood teachers' incorporation of pauses raises the quality of talk-in-interaction during play-based mathematics activities. Responses of both children and teachers are shown to be more contingent and expansive when conversations include protracted pauses than during interactions in which pauses are largely absent. Pauses provided children with opportunities to initiate topics and facilitated more equitable access to discourse moves for children. By pausing before responding to a child's conversational gambit, teachers gained opportunities to assess children's demonstrated numeracy-related skills and understanding, and could thus provide authentic, individualised scaffolding. Pauses were not necessarily silent: a pause in an interaction with one child could be used strategically to model the learning interaction with a second child before returning to the first child in order to continue the discourse sequence. © 2014 Taylor & Francis. |
Persistent Identifier | http://hdl.handle.net/10722/273666 |
ISSN | 2023 Impact Factor: 1.3 2023 SCImago Journal Rankings: 0.403 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Cohrssen, Caroline | - |
dc.contributor.author | Church, Amelia | - |
dc.contributor.author | Tayler, Collette | - |
dc.date.accessioned | 2019-08-12T09:56:19Z | - |
dc.date.available | 2019-08-12T09:56:19Z | - |
dc.date.issued | 2014 | - |
dc.identifier.citation | International Journal of Early Years Education, 2014, v. 22, n. 2, p. 169-183 | - |
dc.identifier.issn | 0966-9760 | - |
dc.identifier.uri | http://hdl.handle.net/10722/273666 | - |
dc.description.abstract | This paper describes how early childhood teachers' incorporation of pauses raises the quality of talk-in-interaction during play-based mathematics activities. Responses of both children and teachers are shown to be more contingent and expansive when conversations include protracted pauses than during interactions in which pauses are largely absent. Pauses provided children with opportunities to initiate topics and facilitated more equitable access to discourse moves for children. By pausing before responding to a child's conversational gambit, teachers gained opportunities to assess children's demonstrated numeracy-related skills and understanding, and could thus provide authentic, individualised scaffolding. Pauses were not necessarily silent: a pause in an interaction with one child could be used strategically to model the learning interaction with a second child before returning to the first child in order to continue the discourse sequence. © 2014 Taylor & Francis. | - |
dc.language | eng | - |
dc.relation.ispartof | International Journal of Early Years Education | - |
dc.subject | wait time | - |
dc.subject | conversation analysis | - |
dc.subject | early childhood mathematics | - |
dc.subject | pauses | - |
dc.subject | intentional teaching | - |
dc.title | Purposeful pauses: teacher talk during early childhood mathematics activities | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/09669760.2014.900476 | - |
dc.identifier.scopus | eid_2-s2.0-84901691640 | - |
dc.identifier.volume | 22 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 169 | - |
dc.identifier.epage | 183 | - |
dc.identifier.eissn | 1469-8463 | - |
dc.identifier.isi | WOS:000211242800004 | - |
dc.identifier.issnl | 0966-9760 | - |