DC FieldValueLanguage
dc.contributor.authorMousena, Eleni-
dc.contributor.authorSidiropoulou–Kanellou, Tryfaini-
dc.date.accessioned2024-03-08T22:30:51Z-
dc.date.available2024-03-08T22:30:51Z-
dc.date.issued2018-07-04-
dc.identifiergoogle_scholar-dqWcrQ0AAAAJ:zYLM7Y9cAGgC-
dc.identifier.isbn978-1-78923-381-0-
dc.identifier.otherdqWcrQ0AAAAJ:zYLM7Y9cAGgC-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1443-
dc.description.abstractConversation is the very heart of schooling and pedagogy. In early education, oral language development is particularly significant for interactions, social relationships, and friendships, and for building a sense of belonging. Educators help children develop oral language skills both directly through linguistic interaction with them and indirectly by creating an environment, which is rich in learning stimuli. This chapter aims to establish how educators manage oral language in preschool classrooms and how the implementation of specific approaches has more positive results than that of others. References are made to theoretical approaches of sociolinguistics and ethnography of communication. In this research, kindergarten teachers engage pupils in discussions on the topic of ‘Tolerance’. The activities were recorded and the content analyzed according to the qualitative content analysis of speech and communication. The analysis identified constructive interventions with positive results, along with less effective ones, which proved discouraging for children. We suggest that children in early childhood construct meaning and learn in accordance with the ways in which adults manage orality.en_US
dc.language.isoenen_US
dc.publisherInTechOpenen_US
dc.relation.ispartofNew pedagogical challenges in the 21st centuryen_US
dc.sourceNew pedagogical challenges in the 21st century, 231-247, 2018-
dc.titleOral communication skills and pedagogyen_US
dc.typeBook Chapteren_US
dc.identifier.doi10.5772/intechopen.70831en_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.identifier.spage231en_US
dc.identifier.epage247en_US
dc.linkhttps://books.google.com/books?hl=en&lr=&id=hwiQDwAAQBAJ&oi=fnd&pg=PA231&dq=info:6piljowypNwJ:scholar.google.com&ots=yPxc7eJ4MG&sig=4VUKm5E2yuVYeIyjEWgswWR3Mbcen_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.subject.fieldSocial Sciencesen_US
dc.journalsOpen Accessen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
local.metadatastatusverifieden_US
item.openairetypeBook Chapter-
item.grantfulltextnone-
item.fulltextNo Fulltext-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.languageiso639-1en-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0002-9635-6196-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
Appears in Collections:Book Chapter / Κεφάλαιο Βιβλίου
CORE Recommender
Show simple item record

Page view(s)

30
checked on Sep 11, 2024

Google ScholarTM

Check

Altmetric

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.