Título: |
Study about mother-child versus female educator-child communication and interaction
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Autor: |
Fuertes, Marina, Barroso, Isabel, Fernandes, Isabel, Ladeiras, Ana, Ferreira, Andreia, Veloso, Catarina, Pinto, Filipe, Relvas, Mário, Branco, Miguel, Sousa, Otilia & Sousa, Tiago
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Resumo: |
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Abstract: |
This study aims to compare mothers and female educators (preschool teachers working in daycare) communication and interactive behaviour in play interactions with young children.Previous research indicate that mothers play an important role in promoting children language acquisition using affective cues (Alves, Otilia & Fuertes, 2014; Faria, Lopes dos Santos & Fuertes, 2014) whether educators promote learning activities in all areas of development. The theoretical framework for this study draws upon mutidisciplinary theories in early education (Dewey, 1929) and general theories of learning (Vygotsky, 1979; Tomasello, 2011). Two samples were compared; the first sample comprised ten children (5 boys, 5 girls) and their mothers, and the second sample included ten children (5 boys, and 5 girls) and their female educators (working in daycare). All children (aged between 15 and 24 months) attended daycare. Teachers were bachelors in Early Childhood Education with at least 5 years of practice. Dyads were videotaped in separable free play interaction. The videos were described micro-analytically (sec.-by-sec.) and behavioural categories were organised to describe infants and adult behaviour. Categories included affective behaviour, verbal communication, non-verbal communication and play and were scored for quantity (time and frequency) and quality. The study was conducted with institutional ethics approval. Participants were informed of the research aims and their consent was elicited. Our findings indicate differences between maternal and educator’s behaviour in affective behaviour, communication, play choices and forms of directivity. The results of this study can be used to develop parents-educators partnership and mutual learning interchange.
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Ficheiro: |
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