On Unplanned Educational Activities in the Preschool
Dealing with Competence in the Course of Packing up a Game
DOI:
https://doi.org/10.7146/si.v7i1.137199Keywords:
Competence, Multimodality, Unplanned teaching activity, Conversation Analysis, Second language pedagogyAbstract
This article concerns a learning environment in a preschool which includes a preschool teacher and two bilingual children. The article details how an activity of counting is introduced in the course of packing up a game and increasingly turns into an activity of calculation. Thereby the activity engages the participants to demonstrate their competences in terms of language and mathematics rather than (merely) manipulating, arranging and counting objects. The analysis thus exemplifies how, by the use of language as a resource, an interaction in a preschool occasions an activity that may be seen as aiming at a transition between preschool and primary school. Simultaneously, however, it becomes clear that, possibly because this is an unplanned activity, the outcome of this activity may be unequally beneficial for the participants.
References
Arminen, I. (2005). Institutional interaction: Studies of talk at work. Aldershot: Ashgate Publishing, Ltd.
Atkinson, J. M., and Drew, P. (1979). Order in court. London and Basingstoke: The Macmillan Press.
Beghetto, R. A., & Kaufman, J. C. (2011). Teaching for creativity with disciplined improvisation. In: Sawyer, R. K. (ed) Structure and improvisation in creative teaching, Cambridge: Cambridge University Press, 94-109.
Bolden, G. B., Mandelbaum, J., & Wilkinson, S. (2012). Pursuing a response by repairing an indexical reference. Research on Language & Social Interaction, 45(2), 137-155.
Cadorath, J., & Harris, S. (1998). Unplanned classroom language and teacher training. ELT Journal, 52(3), 188-196.
Canobi, K., Reeve, R. & Pattison, P. (2003). Patterns of Knowledge in Children’s Addition. Developmental Psychology, 39(3), 521-534.
Clift, R. (2001). Meaning in interaction: The case of actually. Language, 77(2), 245-291.
Goffman, E. (1981). Forms of Talk. Philadelphia: University of Philadelphia Press.
Goodwin, C. (1981). Conversational organization, New York: Academic Press.
Hart, B., & Risley, T. R. (1975). Incidental teaching of language in the preschool. Journal of applied behavior analysis, 8(4), 411-420.
Heritage, J. and Clayman, S. (2010). Talk in action: Interactions, identities, and institutions. Chichester: Wiley-Blackwell.
Jefferson, G. (1984). Transcript notation. In: Heritage, J. and Atkinson, J. M. (eds) Structures of social action: Studies in conversation analysis. Cambridge, Paris: Cambridge University Press, Editions de la Maison des Sciences de l'Homme, ix-xvi.
Kääntä, L. (2012). Teachers’ embodied allocations in instructional interaction. Classroom Discourse, 3(2), 166-186.
Koole, T. (2012). The epistemics of student problems: Explaining mathematics in a multi-lingual class. Journal of Pragmatics, 44(13), 1902-1916.
Marsick, V. J., & Watkins, K. E. (2001). Informal and incidental learning. New directions for adult and continuing education, 2001(89), 25-34.
McHoul, A. (1978). The Organization of Turns at Formal Talk in the Classroom. Language in Society 7(2): 183-213.
Mondada, L. (2011). Understanding as an embodied, situated and sequential achievement in interaction. Journal of Pragmatics, 43: 542-552.
Mondada, L. (2018). Multiple Temporalities of Language and Body in Interaction: Challenges for Transcribing Multimodality. Research on Language and Social Interaction, 51:1, 85-106.
Moseley, B. (2005). Students' early mathematical representation knowledge: The effects of emphasizing single or multiple perspectives of the rational number domain in problem solving. Educational Studies in Mathematics, 60(1), 37-69.
Nevile, M. (2004). Beyond the black box. Talk-in-interaction in the cockpit airlines. Aldershot: Ashgate Publishing, Ltd.
Rudd, L. C., Lambert, M. C., Satterwhite, M., and Zaier, A. (2008) Mathematical language in early childhood settings: What really counts?. Early Childhood Education Journal, 36(1), 75-80.
Pomerantz, A. (1984). Pursuing a response. In: Heritage, J. and Atkinson, J. M. (eds) Structures of social action: Studies in conversation analysis. Cam-bridge, Paris: Cambridge University Press, Editions de la Maison des Sci-ences de l'Homme, 152-166.
Rogoff, B., Callanan, M., Gutiérrez, K. D., & Erickson, F. (2016). The organization of informal learning. Review of Research in Education, 40(1), 356-401.
Sacks, H., Schegloff, E. A. and Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696-735.
Sahlström, F. (2009). Conversation analysis as a way of studying learning—an introduction to a special issue of SJER. Scandinavian Journal of Educational Research, 53(2), 103-111.
Sawyer, R. K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational researcher, 33(2), 12-20.
Sidnell, J., & Stivers, T. (2014). The Handbook of Conversation Analysis. Chichester, UK: Wiley Blackwell.
Staats, S. K. (2008). Poetic lines in mathematics discourse: A method from linguistic anthropology. For the Learning of Mathematics, 28(2), 26-32.
Zemel, A., & Koschmann, T. (2011). Pursuing a question: Reinitiating IRE sequences as a method of instruction. Journal of Pragmatics, 43(2), 475-488.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Author and Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
We follow the Budapest Open Access Initiative's definition of Open Access.
The journal allows the author(s) to hold the copyright without restrictions.
The journal allows software/spiders to automatically crawl the journal content (also known as text mining)
The journal provides article level metadata to DOAJ
The journal allows readers to read, download, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose.
