engleski

Adult-Child Interaction in the Context of Story Reading

Teacher's story reading creates a context of social adult-child interaction, which is highly productive for familiarisation of a child with a written word, more abstract use of the language and prepares the child for formal school learning. While listening to the teacher's loud reading the child gradually acquires more control over the language: learns to pay attention to the linguistic message as a main source of meaning, to understand symbolic potentials of the language, and to follow and make his/her own narratives. Next to the appropriate choice of stories, the quality of interaction in this context is of vital importance. Developmentally valuable is the interaction characterized by complementary actions of an adult and a child: excange, explanation, foreseeing, redirection, exploration, etc. Such an interaction has all the qualities of dialogue, i.e. it is not just mere checking of facts and reproduction of details. It includes the willingness of a teacher to listen and observe the child, helping the child to build and explain his/her own interpretation of a story instead of imposing the "correct" adult interpretation. The intention of the adult oral behaviour is important - is the language used as a means of social control or as a means of encouragement of a child for creative exploration trough the language?

adult-child interaction; story reading context; symbolic potentials of language

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