Scaffolding patterns of dialogic exchange in toddler classrooms
Salminen, J., Muhonen, H., Cadima, J., Pagani, V., & Lerkkanen, M.-K. (2021). Scaffolding patterns of dialogic exchange in toddler classrooms. Learning, Culture and Social Interaction, 28, Article 100489. https://doi.org/10.1016/j.lcsi.2020.100489
Published inLearning, Culture and Social Interaction
Embargoed until: 2023-03-01Request copy from author
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The present study investigates how often episodes of dialogic exchange can be identified in educator–toddler interactions during play and emerging academic activities, what kind of scaffolding strategies educators use during the episodes of dialogic exchange and, ultimately, what kind of scaffolding patterns of dialogic exchange can be identified based on educators' use of scaffolding strategies. Educator–child interactions were video-recorded in seven European countries, in two toddler classrooms in each country. The video recordings of emerging academic and play activities were transcribed and analysed, combining the principles of theory and a data-driven content analysis. First, 69 episodes of dialogic exchange were identified. Second, the episodes were analysed with respect to the educators' use of scaffolding strategies and then divided into three scaffolding patterns of dialogic exchange that were characterised by 1) scaffolding action; 2) scaffolding thought process; and 3) scaffolding educational dialogue. Although the episodes of dialogic exchange were identified relatively seldom, they indicated the educators' competence to scaffold toddlers for different purposes through dialogue. The results unravel the potential of dialogic exchange with very young children and provide concrete examples of effective scaffolding strategies beneficial to both educators within pre- and in-service training. ...
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Related funder(s)Academy of Finland; European Commission
Funding program(s)Postdoctoral Researcher, AoF; FP7 (EU's 7th Framework Programme)
The content of the publication reflects only the author’s view. The funder is not responsible for any use that may be made of the information it contains.
Additional information about fundingThis study was carried out with financial support from the European Union FP7 programme (No. 613318 for 2014–2016 ) for the project: Curriculum Quality Analysis and Impact Review of European ECEC (CARE). The first author was funded by the Tiina and Antti Herlin Foundation (2015–2016) and Academy of Finland (No. 308070 ).
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