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dc.contributor.authorSalminen, Jenni
dc.contributor.authorMuhonen, Heli
dc.contributor.authorCadima, Joana
dc.contributor.authorPagani, Valentina
dc.contributor.authorLerkkanen, Maija-Kristiina
dc.date.accessioned2021-09-17T10:06:59Z
dc.date.available2021-09-17T10:06:59Z
dc.date.issued2021
dc.identifier.citationSalminen, J., Muhonen, H., Cadima, J., Pagani, V., & Lerkkanen, M.-K. (2021). Scaffolding patterns of dialogic exchange in toddler classrooms. <i>Learning, Culture and Social Interaction</i>, <i>28</i>, Article 100489. <a href="https://doi.org/10.1016/j.lcsi.2020.100489" target="_blank">https://doi.org/10.1016/j.lcsi.2020.100489</a>
dc.identifier.otherCONVID_47772915
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/77832
dc.description.abstractThe 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier Ltd
dc.relation.ispartofseriesLearning, Culture and Social Interaction
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherdialogic exchange
dc.subject.othereducator–child interaction
dc.subject.otherscaffolding
dc.subject.othertoddlers
dc.titleScaffolding patterns of dialogic exchange in toddler classrooms
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202109174907
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Teacher Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn2210-6561
dc.relation.volume28
dc.type.versionacceptedVersion
dc.rights.copyright© 2020 Elsevier Ltd. All rights reserved.
dc.rights.accesslevelembargoedAccessfi
dc.relation.grantnumber308070
dc.relation.grantnumber613318
dc.relation.grantnumber613318
dc.relation.projectidinfo:eu-repo/grantAgreement/EC/FP7/613318/EU//
dc.subject.ysovarhaiskasvatus
dc.subject.ysososiaalinen vuorovaikutus
dc.subject.ysotaaperoikäiset
dc.subject.ysodialogisuus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1650
jyx.subject.urihttp://www.yso.fi/onto/yso/p10590
jyx.subject.urihttp://www.yso.fi/onto/yso/p27455
jyx.subject.urihttp://www.yso.fi/onto/yso/p10824
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.lcsi.2020.100489
dc.relation.funderSuomen Akatemiafi
dc.relation.funderEuroopan komissiofi
dc.relation.funderAcademy of Finlanden
dc.relation.funderEuropean Commissionen
jyx.fundingprogramTutkijatohtori, SAfi
jyx.fundingprogramEU:n 7. puiteohjelma (FP7)fi
jyx.fundingprogramPostdoctoral Researcher, AoFen
jyx.fundingprogramFP7 (EU's 7th Framework Programme)en
jyx.fundinginformationThis 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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