Teacher-Child Interactions During Mathematic Activities in a Preschool Class

DOI

10.2991/icece-16.2017.61How to use a DOI?

Keywords

teacher-child interaction, Mathematic activity, preschool

Abstract

This study examines the interactions between two preschool teachers and six years old children from two different classes during Mathematic activities. This paper describes what happens when the teachers and children interact and how the interactions help develop the process of learning Mathematic in class. According to Vygotsky theory, the Zone Proximal Development, explains whether a child can perform and accomplished better with the support or guidance from an older child, peer or an adult. Learning is said to occur during this collaborative interaction and dialogue. The data is captured through observation, using video recording during the Mathematic activities in class. A purposeful sampling of children and their Mathematic teachers were selected from each class. One class had eight (8) children and the other had six (6). The findings indicate that appropriate response; children's taking-time to notice or response to and what children are going to answer or reply exhibits their learning. The data revealed that teachers tend to control most of the interactions in a teacher-guided Mathematic activity. Accomplishment and responses through verbal and non-verbal interactions from teachers gave children feedback on what they were doing, names and affirms their efforts, celebrates their progress and achievements, all these help children to learn. The findings also indicated that teachers used strategies such as appropriate questioning, responding and feedback with some of the interactions evident in the increase or decrease intonation, waiting-time or pausing and turn-taking process which was identified through the use of the Conversational Analysis Transcription Convention. This reveals how the interactions were being co-constructed to enhance the children's learning.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Norela Mohamed Shah
AU  - Zahyah Hanafi
PY  - 2016/11
DA  - 2016/11
TI  - Teacher-Child Interactions During Mathematic Activities in a Preschool Class
BT  - Proceedings of the 3rd International Conference on Early Childhood Education (ICECE 2016)
PB  - Atlantis Press
SP  - 353
EP  - 358
SN  - 2352-5398
UR  - https://doi.org/10.2991/icece-16.2017.61
DO  - 10.2991/icece-16.2017.61
ID  - MohamedShah2016/11
ER  -