Teachers’ linguistic styles and children’s socio-communicative skills at 24, 30 and 36 months in storytelling contexts

Detalhes bibliográficos
Autor(a) principal: RAMOS, Deborah Dornellas
Data de Publicação: 2023
Outros Autores: SALOMÃO, Nádia Maria Ribeiro
Tipo de documento: Artigo
Idioma: por
Título da fonte: Estudos de Psicologia (Campinas)
Texto Completo: https://periodicos.puc-campinas.edu.br/estpsi/article/view/7980
Resumo: The aim of this study was to analyze teacher-child interactions considering teachers’ linguistic styles and the development of children’s socio-communicative skills, based on the Social Interactionist Theory. Observations of interactions between 3 teachers and 8 children at the ages of 24, 30, and 36 months were conducted in dyadic and polyadic storytelling contexts. Interactional categories were created for data analysis. At the age of 24 months, the children presented great number of No answers and Adequate verbal answers. At 30 months, Adequate Verbal Answers prevailed, followed by Spontaneous speeches around the age of 36 months. Teachers were more Assertive and used more Directives with 24-month children, and the use of Requests was more common with children aged 30-36 months. The use of linguistic styles that can foster the development of children’s socio-communicative skills, such as Requests and Recasts, prevailed in the dyadic contexts.
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spelling Teachers’ linguistic styles and children’s socio-communicative skills at 24, 30 and 36 months in storytelling contextsEstilos linguísticos de educadoras e habilidades sociocomunicativas infantis aos 24, 30 e 36 meses em contextos de leituraChild day care centersChild developmentSocial interactionLanguageCrechesDesenvolvimento infantilInteração socialLinguagemThe aim of this study was to analyze teacher-child interactions considering teachers’ linguistic styles and the development of children’s socio-communicative skills, based on the Social Interactionist Theory. Observations of interactions between 3 teachers and 8 children at the ages of 24, 30, and 36 months were conducted in dyadic and polyadic storytelling contexts. Interactional categories were created for data analysis. At the age of 24 months, the children presented great number of No answers and Adequate verbal answers. At 30 months, Adequate Verbal Answers prevailed, followed by Spontaneous speeches around the age of 36 months. Teachers were more Assertive and used more Directives with 24-month children, and the use of Requests was more common with children aged 30-36 months. The use of linguistic styles that can foster the development of children’s socio-communicative skills, such as Requests and Recasts, prevailed in the dyadic contexts.Por meio do presente estudo, objetivou-se analisar a interação educadora-criança, considerando os estilos linguísticos das educadoras e o desenvolvimento das habilidades sociocomunicativas infantis, a partir da Perspectiva da Interação Social dos Estudiosos da Linguagem. As interações foram observadas longitudinalmente, entre três educadoras e oito crianças aos 24, 30 e 36 meses de idade, em contextos diádicos e poliádicos de leitura. Categorias interacionais foram elaboradas para a análise dos dados. Na faixa etária dos 24 meses, as crianças apresentaram índices elevados de “não resposta” e “respostas verbais adequadas”. Aos 30 meses, prevaleceram as “respostas verbais adequadas”, as quais foram seguidas das “falas iniciativas” em torno dos 36 meses. Entre as educadoras, os “assertivos” e os “diretivos de atenção” sobressaíram aos 24 meses, enquanto aos 30 e 36 meses, as “requisições” foram mais frequentes. Os estilos considerados favorecedores do desenvolvimento sociocomunicativo infantil, como as “requisições” e as “reformulações”, predominaram nos contextos diádicos.Núcleo de Editoração - PUC-Campinas2023-03-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.puc-campinas.edu.br/estpsi/article/view/7980Psychological Studies; Vol. 33 No. 3 (2016): Estudos de Psicologia (Campinas)Estudos de Psicologia; Vol. 33 Núm. 3 (2016): Estudos de Psicologia (Campinas)Estudos de Psicologia; v. 33 n. 3 (2016): Estudos de Psicologia (Campinas)1982-0275reponame:Estudos de Psicologia (Campinas)instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)instacron:PUC_CAMPporhttps://periodicos.puc-campinas.edu.br/estpsi/article/view/7980/5498Copyright (c) 2023 Deborah Dornellas RAMOS, Nádia Maria Ribeiro SALOMÃOhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRAMOS, Deborah DornellasSALOMÃO, Nádia Maria Ribeiro2023-03-22T16:48:33Zoai:ojs.periodicos.puc-campinas.edu.br:article/7980Revistahttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudosPRIhttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudos/oaisbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br1982-02750103-166Xopendoar:2023-03-22T16:48:33Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)false
dc.title.none.fl_str_mv Teachers’ linguistic styles and children’s socio-communicative skills at 24, 30 and 36 months in storytelling contexts
Estilos linguísticos de educadoras e habilidades sociocomunicativas infantis aos 24, 30 e 36 meses em contextos de leitura
title Teachers’ linguistic styles and children’s socio-communicative skills at 24, 30 and 36 months in storytelling contexts
spellingShingle Teachers’ linguistic styles and children’s socio-communicative skills at 24, 30 and 36 months in storytelling contexts
RAMOS, Deborah Dornellas
Child day care centers
Child development
Social interaction
Language
Creches
Desenvolvimento infantil
Interação social
Linguagem
title_short Teachers’ linguistic styles and children’s socio-communicative skills at 24, 30 and 36 months in storytelling contexts
title_full Teachers’ linguistic styles and children’s socio-communicative skills at 24, 30 and 36 months in storytelling contexts
title_fullStr Teachers’ linguistic styles and children’s socio-communicative skills at 24, 30 and 36 months in storytelling contexts
title_full_unstemmed Teachers’ linguistic styles and children’s socio-communicative skills at 24, 30 and 36 months in storytelling contexts
title_sort Teachers’ linguistic styles and children’s socio-communicative skills at 24, 30 and 36 months in storytelling contexts
author RAMOS, Deborah Dornellas
author_facet RAMOS, Deborah Dornellas
SALOMÃO, Nádia Maria Ribeiro
author_role author
author2 SALOMÃO, Nádia Maria Ribeiro
author2_role author
dc.contributor.author.fl_str_mv RAMOS, Deborah Dornellas
SALOMÃO, Nádia Maria Ribeiro
dc.subject.por.fl_str_mv Child day care centers
Child development
Social interaction
Language
Creches
Desenvolvimento infantil
Interação social
Linguagem
topic Child day care centers
Child development
Social interaction
Language
Creches
Desenvolvimento infantil
Interação social
Linguagem
description The aim of this study was to analyze teacher-child interactions considering teachers’ linguistic styles and the development of children’s socio-communicative skills, based on the Social Interactionist Theory. Observations of interactions between 3 teachers and 8 children at the ages of 24, 30, and 36 months were conducted in dyadic and polyadic storytelling contexts. Interactional categories were created for data analysis. At the age of 24 months, the children presented great number of No answers and Adequate verbal answers. At 30 months, Adequate Verbal Answers prevailed, followed by Spontaneous speeches around the age of 36 months. Teachers were more Assertive and used more Directives with 24-month children, and the use of Requests was more common with children aged 30-36 months. The use of linguistic styles that can foster the development of children’s socio-communicative skills, such as Requests and Recasts, prevailed in the dyadic contexts.
publishDate 2023
dc.date.none.fl_str_mv 2023-03-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.puc-campinas.edu.br/estpsi/article/view/7980
url https://periodicos.puc-campinas.edu.br/estpsi/article/view/7980
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.puc-campinas.edu.br/estpsi/article/view/7980/5498
dc.rights.driver.fl_str_mv Copyright (c) 2023 Deborah Dornellas RAMOS, Nádia Maria Ribeiro SALOMÃO
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Deborah Dornellas RAMOS, Nádia Maria Ribeiro SALOMÃO
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Núcleo de Editoração - PUC-Campinas
publisher.none.fl_str_mv Núcleo de Editoração - PUC-Campinas
dc.source.none.fl_str_mv Psychological Studies; Vol. 33 No. 3 (2016): Estudos de Psicologia (Campinas)
Estudos de Psicologia; Vol. 33 Núm. 3 (2016): Estudos de Psicologia (Campinas)
Estudos de Psicologia; v. 33 n. 3 (2016): Estudos de Psicologia (Campinas)
1982-0275
reponame:Estudos de Psicologia (Campinas)
instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
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instname_str Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
instacron_str PUC_CAMP
institution PUC_CAMP
reponame_str Estudos de Psicologia (Campinas)
collection Estudos de Psicologia (Campinas)
repository.name.fl_str_mv Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
repository.mail.fl_str_mv sbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br
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