The contingency of teacher emissions in different exchange configurations of maternal garden and three-year-old classrooms
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Abstract
This paper addresses the configuration of exchanges between teachers and children - the teacher's utterances are addressed to a large group of children, a small group or individual children - and their relationship with the contingency of teacher speech during conversational interactions that take place in the kindergarten and the 3-year-old room. Using a qualitative approach, the study analyzed a corpus composed of twenty-two situations from different activities (6 hours of video recordings) carried out in 1, 2, and 3-year-old classrooms in two daycares and kindergartens institutions in the City of Buenos Aires (Rosemberg, Stein, Migdalek, 2003–2014). The results showed that the interplay between the configuration of exchanges and the contingency of teacher utterances unfolds in particular ways depending on the dynamics of each situation. This allows for shifts among different exchange configurations, depending on the characteristics of the activity and the teacher's pedagogical goals. The findings of this study may inform the design of pedagogical strategies that shape daycares and kindergartens settings as environments that promote children's language development.
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