Pregled bibliografske jedinice broj: 64948
Adult-Child Interaction in the Context of Story Reading
Adult-Child Interaction in the Context of Story Reading // The Central European Conference on Reading, "Unity and Diversity in Leteracy Development", Abstracts of Papers / Zapotočna, Olga ; Gavora, Peter (ur.).
Bratislava: Slovak Reading Association ; Slovak Academy of Sciences, 2000. str. 16-17 (predavanje, međunarodna recenzija, sažetak, znanstveni)
CROSBI ID: 64948 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Adult-Child Interaction in the Context of Story Reading
Autori
Babić, Nada ; Irović, Stanislava
Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni
Izvornik
The Central European Conference on Reading, "Unity and Diversity in Leteracy Development", Abstracts of Papers
/ Zapotočna, Olga ; Gavora, Peter - Bratislava : Slovak Reading Association ; Slovak Academy of Sciences, 2000, 16-17
Skup
The Central European Conference on Reading, "Unity and Diversity in Leteracy Development"
Mjesto i datum
Bratislava, Slovačka, 30.05.1999. - 01.06.1999
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
adult-child interaction; story reading context; symbolic potentials of language
Sažetak
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?
Izvorni jezik
Engleski
Znanstvena područja
Pedagogija
