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Children's talking and listening within the classroom: teachers' insights

2013; Taylor & Francis; Volume: 184; Issue: 2 Linguagem: Inglês

10.1080/03004430.2013.781165

1476-8275

Sandra Bosacki, Linda Rose‐Krasnor, Robert J. Coplan,

Child Development and Digital Technology

AbstractResearch suggests that social communication (verbal and non-verbal) plays a key role in students' and teachers' elementary-school experiences. Within the framework of sociocognitive developmental theory, this qualitative study investigates teachers' experiences and perceptions of children's talking and listening habits within the elementary-grade school classroom. Five Canadian elementary-school educators (three female, two male) discussed their perceptions of young children's talking and listening behaviours in the classroom. Results indicate that the actions of both talking and listening play a key role in students' and teachers' learning experiences in the classroom. Implications for inclusive and developmentally appropriate curriculum are discussed.Keywords: teachers' perceptionssocial communicationyoung childrenelementary schoolqualitative research AcknowledgementsThis research was supported in part by a grant from the Spencer Foundation research grant awarded to authors Bosacki and Coplan. We thank the schools and teachers who participated in this study. We also thank Kamilla Akseer, Kim Arbeau, Cynthia Marques and Felicia Tan for their assistance.Notes on contributorsSandra Bosacki is an associate professor in the Department of Graduate and Undergraduate Studies in Education at Brock Education. Her teaching and research interests focus on the development of social cognition and emotion in children in diverse educational contexts. She is the author of The Culture of Classroom Silence (2005, Peter Lang) and Children's Emotional Lives: Sensitive Shadows in the Classroom (2008, Peter Lang), and the Culture of Ambiguity: Implications for Self and Social Understanding in Adolescence (2012, Sense Publishers).Linda Rose-Krasnor is a professor of psychology at Brock University. Her research interests focus on the development of social competence, social withdrawal and shyness, and youth engagement.Robert J. Coplan is a professor in the Department of Psychology and Director of the Pickering Centre for Research in Human Development at Carleton University in Ottawa. His books include The Development of Shyness Social Withdrawal (2010, Guilford), Social Development in Childhood and Adolescence: A Contemporary Reader (2011, Wiley-Blackwell), and the forthcoming Handbook of Solitude: Psychological Perspectives on Social Isolation, Social Withdrawal, and Being Alone (Wiley-Blackwell).