The type and frequency of interactions that occur between staff and children outside in Early Years Foundation Stage settings during a fixed playtime period when there are tricycles available

Helen Bilton
2012 European Early Childhood Education Research Journal  
Title: The type and frequency of interactions that occur between staff and children outside in Early Years Foundation Stage settings during a fixed playtime period when there are tricycles available. Abstract ABSTRACT: This study reports on an investigation into adult and child interactions observed in the outdoor play environment in four Local Authority early years foundation stage settings in England. In this instance the common two features across the settings were the presence of tricycles
more » ... sence of tricycles and a timetabled outdoor play period. In total, across the four schools, there were 204 children. The study aimed to gain an understanding of the nature of the dialogues between staff and children, that is, the types of exchange that occurred when either the child approached an adult or the adult approached a child. The most frequent type of utterance was also analysed. The study concludes that adults in these settings spoke more than children and the greatest type of utterance was that of the adult about domestic matters. When the child initiated the conversation there were more extended child utterances than domestic utterances. This may suggest that children wish to be involved in conversations of depth and meaning and that staff need to become aware of how to develop this conversational language with children. RÉSUMÉ: Cette étude est un rapport d'enquête sur les interactions entre adultes et enfants observées dans les aires de jeux extérieures dans quatre établissements publics (écoles maternelles) en Angleterre. Dans ce cadre, les deux points communs entre ces établissements étaient la présence de tricycles et un créneau horaire de jeu à l'extérieur. Il y avait au total 204 enfants. L'étude avait pour objectif de comprendre la nature des dialogues entre le personnel et les enfants, c'est-à-dire le type d'échanges qui ont lieu soit quand un enfant approche un adulte ou quand un adulte approche un enfant. Le type de propos le plus fréquent a été également analysé. Cette étude conclut que, dans ce contexte, les adultes parlent plus que les enfants et que le type de propos le plus fréquent venait des adultes et était de nature pratique. Lorsqu'un enfant commençait une conversation, il y avait plus de paroles enfantines que de propos de nature pratique. Ceci suggère que les enfants souhaitent avoir des conversations profondes et
doi:10.1080/1350293x.2012.704763 fatcat:vamt432rpfgrpbjqkfw4i4s4zy