Although authentic dialogue between teachers
and young children is vital to the learning process,
increasingly diverse student populations and a focus on
high-stakes testing, challenge teachers’ approaches to such
conversations. This study examined the verbal and non￾verbal interactions between five teachers and young chil￾dren using child-taken photographs to promote
conversation. Analysis exposed how the teachers’ nonver￾bal and verbal responsiveness opened and closed conver￾sational spaces for the children to describe their home
contexts. This teacher–child dance illuminates the neces￾sary and effective pursuit of attending to both verbal and
nonverbal communication in authentic dialogue and sug￾gests a teacher choreograph that, when attended to, is
positioned for effective and efficient use within the
increasingly diverse and time-pressured classroom.

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Perpustakaan FITK Pusat

Tersedia

• Not Just Talk, But a ‘‘Dance’’! How Kindergarten Teachers Opened and Closed Spaces for Teacher–Child Authentic Dialogue

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