Teacher–child interaction in a goal-oriented preschool context: A micro-analytical study

Katarina Nilfyr, Jonas Aspelin, Annika Lantz-Andersson

Forskningsoutput: TidskriftsbidragArtikelPeer review

3 Citeringar (Scopus)
2 Nedladdningar (Pure)

Sammanfattning

The international trend of positioning the preschool as a pre-academic learning environment is challenging for preschool teachers, as it necessitates a balance between emotionally supportive interaction and goal-oriented learning instruction. However, previous research suggests that the complexities of such interactions need to be further studied. This article contributes by presenting a very detailed exploration of how social adaptation is pursued in a goal-oriented documentation activity. The study used a micro-sociological approach, characterized by the careful analysis of verbal and nonverbal interactions. Two research questions were raised: (1) How is social adaptation pursued in verbal and nonverbal interactions in preschool teacher–child relationships during a goal-oriented activity? and (2) How can social adaptation in the preschool context be understood in terms of a “deference-emotion system”? Interactions between a teacher and child in two video-recorded episodes were transcribed and sequentially analyzed thoroughly. The findings suggest that the interactions were regulated through an informal system of social sanctions, in which nonverbal signs of deference played a key role. The interaction was shown to be embedded in an institutional context that advocates goal-oriented instruction, thus highlighting the challenge of preschool teaching in attempting to promote goal-oriented processes while simultaneously maintaining respectful, caring teacher–child relationships.

OriginalspråkEngelska
Artikelnummer692
Sidor (från-till)1-14
Antal sidor13
TidskriftEducation Sciences
Volym11
Utgåva11
DOI
StatusPublicerad - 2021

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