Skip to main content
SpringerLink
Log in

Teaching Preschool Teachers to Converse Productively with Children: A Single Case Design

  • Published:
Early Childhood Education Journal Aims and scope Submit manuscript

Abstract

Research shows that conversations and daily interaction among teachers and children is crucial for their development. Observing children and interpreting their thinking processes is a significant factor in intentionally planning curriculum that emerges from children’s thinking, assists them in making connections, and extends their learning. This article presents findings of a single case design study investigating the effects of the observation and interpretation processes in a Cycle of Inquiry System (COI) (Broderick and Hong in Early Childh Res Pract 13:1–14, 2011) intervention on preschool teachers’ productive conversations with children. The intervention for each teacher consisted of pre and post interviews, a 1-day COI training, use of COI observation and interpretation forms, and coaching meetings with the researcher. The participants were 4 preschool teachers in Northeast Tennessee. Teachers were videotaped in their classrooms working with children during the free play time and coded for productive and non-productive conversation strategies for determining the baseline and changes during the intervention. All the teachers show an increase in productive conversation strategies to differing degrees. The non-overlapping pairs analysis for all participants is represented by a large value. The findings indicate the benefit of training teachers to observe and interpret the meaning of children’s conversations to intentionally plan for productive conversations that impact learning.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6

Similar content being viewed by others

References

  • Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of child functioning at school entry. American Psychologist, 57, 111–127. https://doi.org/10.1037/0003-066X.57.2.111

    Article  Google Scholar 

  • Bickart, T. S., Jablon, J. R., Dodge, D. T., & Kohn, E. (2004). Building the primary classroom: A complete guide to teaching and learning. Teaching Strategies.

    Google Scholar 

  • Biermeier, M. A. (2015). Inspired by Reggio Emilia: Emergent curriculum in relationship-driven learning environments. Young Children, 70(5), 72–79.

    Google Scholar 

  • Broderick, J. T., & Hong, S. B. (2011). Introducing the cycle of inquiry system: A reflective inquiry practice for early childhood teacher development. Early Childhood Research and Practice, 13(2), 1–14.

    Google Scholar 

  • Broderick, J. T. & Hong, S. B (2020). From children’s interests to children’s thinking: Using a cycle of inquiry to plan curriculum. Washington, DC: NAEYC

  • Castle, K. (2009). What do early professionals do? Dimensions of Early Childhood, 37(3), 4–10.

    Google Scholar 

  • Chen, J. J., & Kim, S. D. (2014). The quality of teachers’ interactive conversations with preschool children from low-income from low-income families during small-group and large-group activities. Early Years: An International Research Journal. https://doi.org/10.1080/09575146.2014.912203

    Article  Google Scholar 

  • Chu, C. (2012). Mentoring for Leadership. In K. Sanga & J. Kidman (Eds.), Harvesting ideas: New generation perspectives (115–133). USP, Suva: USP Press.

    Google Scholar 

  • Creswell, J. W. (2017). Qualitative inquiry and research design: Choosing among five traditions (4th ed.). SAGE Publications, Inc

  • Dangel, J. R., & Hooper, S. (2010). Researching pedagogy in a professional development school. School-University Partnership, 4(1), 88–100.

    Google Scholar 

  • Denton, P. (2015). The power of our words: Teacher language that helps children learn (2nd ed.). Northeast Foundation for Children.

    Google Scholar 

  • DeVries, R., Zan, B., Hildebrandt, C., Edminston, R., & Sales, C. (2002). Developing constructivist early childhood curriculum: Practical principles and activities. Teacher College Press.

    Google Scholar 

  • Downer, J. T., Locasale-Crouch, J., Hamre, B., & Pianta, R. (2009). Teacher characteristics associated with responsiveness and exposure to consultation and on-line professional development resources. Early Education and Development, 20(3), 431–455. https://doi.org/10.1080/10409280802688626

    Article  Google Scholar 

  • Dunst, C. J., & Trivette, C. M. (2009). Let’s be PALS: An evidence-based approach to professional development. Infants & Young Children, 22(3), 164–176. https://doi.org/10.1097/IYC.0b013e3181abe169

    Article  Google Scholar 

  • Edwards, C. P., Gandini, L., & Forman, G. E. (Eds.). (1998). The hundred languages of children: The Reggio Emilia approach—Advanced reflections (2nd ed.). Albex.

    Google Scholar 

  • Engel, S. (2011). Children’s need to know: Curiosity in schools. Harvard Educational Review, 81(4), 625–645.

    Article  Google Scholar 

  • Epstein, A.(1993). Training for quality: Improving early childhood programs through systematic in service training. Monographs of the High/Scope educational research foundation, number nine. High/Scope Educational Foundation

  • Forman, G., & Hall, E. (2005). Wondering with children: The importance of observation in early education. Early Childhood Research and Practice, 7(2), 1–11.

    Google Scholar 

  • Gandini, L. (2012). History, ideas and basic principles: An interview with Loris Malaguzzi. In C. P. Edwards, L. Gandini, & G. E. Foreman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 27–71). Praeger.

    Google Scholar 

  • Gallagher, P. A., Abbott-Shim, M., & VandeWiele, L. (2011). An evaluation of the individualized learning intervention: A mentoring program for early childhood teachers. NHSA Dialog, 14(2), 57–74. https://doi.org/10.1080/15240754.2011.560973

    Article  Google Scholar 

  • Gleave, J. (2009). Children’s time to play: A literature review. Playday.

    Google Scholar 

  • Hallgren, K. A. (2012). Computing inter-rater reliability for observational data: An overview and tutorial. Tutorials in Quantitative Methods for Psychology, 8(1), 23.

    Article  Google Scholar 

  • Harris, P. L. (2005). Conversation, pretense, and theory of Mind. In J. W. Astington & J. A. Baird (Eds.), Why language matters for theory of mind (pp. 70–83). Oxford University Press.

    Chapter  Google Scholar 

  • Hoff, E., & Naigles, L. (2002). How children use input to acquire a lexicon. Child Development, 73(2), 418–433.

    Article  Google Scholar 

  • Kazdinm, A. (2021). Single case experimental designs: Characteristics, changes, and challenges. Journal of the Experimental Analysis for Behavior, 115(1), 56–85.

    Article  Google Scholar 

  • Martalock, P. L. (2012). “What is a Wheel?” The image of the child: Traditional project approach, and Reggio Emilia Perspectives. Dimensions of Early Childhood, 40(3), 3–12.

    Google Scholar 

  • Montessori, M. (1995). The absorbent mind. Holt Paperbacks.

    Google Scholar 

  • Morgan, D., & Morgan, R. (2008). Single-case research methods for behavioral and health sciences. SAGE Publications.

    Google Scholar 

  • Neitzel, J. (2018). What measures of program quality tell us about the importance of executive function: Implication for teacher education and preparation.

  • Nelson, M. C., Cordray, D. S., Hulleman, C. S., Darrow, C. L., & Sommer, E. C. (2012). A procedure for assessing intervention fidelity in experiments testing educational and behavioral intervention. Journal of Behavioral Health Services and Research, 39(4), 374–396.

    Article  Google Scholar 

  • Parker, R., & Vannest, K. (2009). An improved effect size for single case-research: Nonoverlap of all pairs. Behavior Therapy, 40, 357–367.

    Article  Google Scholar 

  • Peterson, J. B., & Flanders, J. L. (2005). Play and the regulation of aggression. In R. E. Tremblay, W. W. Hartup, & J. Archer (Eds.), Developmental origins of aggression (pp. 133–157). The Guilford Press.

    Google Scholar 

  • Pianta, R. C., LaParo, K. M., & Hamre, B. K. (2008). Classroom assessment scoring system: CLASS pre-k; manual. Brookes.

    Google Scholar 

  • Rengel, K. (2014). Preschool teachers’ attitudes towards play. Croatian Journal of Education, 16, 113–125.

    Google Scholar 

  • Seguin, R., & Zelazo, P. D. (2005). Executive function in early physical aggression. In R. Trembly, W. Hartup, & I. Archer (Eds.), Developmental origins of aggression (pp. 307–329). Guilford Press.

    Google Scholar 

  • Singer, e., Nederend, M., Penninx, L., Tajik, M., & Boom, J. (2013). The teacher’s role in supporting young children’s level of play engagement. Early Child Development and Care. https://doi.org/10.1080/03004430.2013.862530

    Article  Google Scholar 

  • Teachstone. (2011). Pre-K CLASS Dimensions Guide. Charlottesville (v 2.1). Teachstone Training, LLC.

  • Test, J. E., Cunningham, D. D., & Lee, A. C. (2010). Talking with young children: How teachers encourage learning. Dimensions of Early Childhood, 38(3), 3–14.

    Google Scholar 

  • Thibodeau, R., Gilpin, A., Brown, M., & Meyer, B. (2016). The effects of fantastical pretend play on the development of executive functions: An intervention study. Journal of Experimental Child Psychology, 145, 120–138.

    Article  Google Scholar 

  • Thornton, K. (2015). The impact of mentoring on leadership capacity and professional learning. In Murphy, C., Thornton, K. (Eds), Mentoring in Early Childhood Education.

  • Trawick-Smith, J. & Dziurgot, T. (2010). Untangling teacher-child interactions: Do teacher education and experience influence “good-fit” responses to children’s play?

  • UNICEF. (2018). Learning through play: Strengthening learning through play in early childhood educations programs. UNICEF.

    Google Scholar 

  • Van Hoorn, J. L., Scales, B., Nourot, P. M., & Alward, K. R. (2015). Play at the center of the curriculum (6th ed.). Pearson.

    Google Scholar 

  • Vartuli, S., Bolz, C., Wilson, C. (2014). A learning combination: Coaching with CLASS and the project approach. Early Childhood Research & Practice, 16 (1). https://files.eric.ed.gov/fulltext/EJ1045226.pdf

  • Vitiello, V. E., Bassok, D., Hamre, B. K., Player, D., & Williford, A. P. (2018). Measuring the quality of teacher-child interactions at scale: Comparing research-based and state observation approaches. Early Childhood Research Quarterly, 44, 161–169.

    Article  Google Scholar 

  • Walsh, J. A., & Sattes, B. D. (2017). Quality questioning: Research-based practice to engage every learner (2nd ed.). Corwin.

    Google Scholar 

  • What Works Clearinghouse. (2010).

  • Wohlford, G. (2018). The effects of an observation and interpretation intervention (COI/PALS) on teachers’ productive and nonproductive conversations with preschool children (Doctoral Dissertation). Retrieved from ProQuest.

  • Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 17(2), 89–100.

    Article  Google Scholar 

  • Zelazo, P., Frye, D., & Rapus, T. (1996). An age-related dissociation between knowing rules and using them. Cognitive Development, 11(1), 37–63.

    Article  Google Scholar 

Download references

Funding

Funding was supported by East Tennessee State University (Grant No. 18-013M).

Author information

Authors and Affiliations

  1. East Tennessee State University, PO Box 70548, Johnson City, TN, 37614, USA

    Jane Tingle Broderick & Patience Mensah-Bonsu Aggrey

  2. Northwest Missouri State University, 800 University Drive, Maryville, MO, 64468, USA

    Narges Sareh

Authors
  1. Jane Tingle Broderick
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Narges Sareh
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Patience Mensah-Bonsu Aggrey
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jane Tingle Broderick.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Broderick, J.T., Sareh, N. & Aggrey, P.MB. Teaching Preschool Teachers to Converse Productively with Children: A Single Case Design. Early Childhood Educ J 51, 165–178 (2023). https://doi.org/10.1007/s10643-021-01284-0

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10643-021-01284-0

Keywords

Search

Navigation