The mechanics of interaction in early childhood STEAM

Abstract

This chapter focuses on the mechanics of interaction that enable children to participate in STEAM learning. The chapter provides insights from conversation analysis about the sequences of knowledge-in-interaction, and the types of questions and responses that extend learning opportunities. The what outlines the practices of talk-in-interaction that reveal young children’s understanding. The why highlights these practices as a useful professional resource for teachers and a helpful guide to parents, providing evidence-based content for ongoing reflection. The how illustrates these practices in action, showing how children’s and adults’ actions in the moment-by-moment work of early learning facilitate different types of outcomes. Examples from mathematics and science learning with children aged between two and six years from studies conducted in early childhood education settings in three different countries illustrate how responsivity and the teacher’s ability to build on the immediately prior actions can lead to concept development. The chapter encourages teachers and parents to reflect on the interactional practices that make STEAM accessible, engaging and enabling for children.