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How Does Children's Talking Encourage the Structure of Writing?
Author(s) -
Conlan Kathleen
Publication year - 1995
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/0141192950210312
Subject(s) - drama , action (physics) , psychology , action research , pedagogy , mathematics education , sociology , linguistics , visual arts , art , physics , quantum mechanics , philosophy
Action research is used in this article as a means of discovering the possibilities of extending language development opportunities for children of 4 and 5 years just beginning their education in ‘English’. It is a reflective and detailed account of the strategies used to encourage the children to talk firstly, and then to write in a fuller more comprehensive manner using extended phrases and sentences. Different methods are used but in particular the use of story telling, questioning and drama are employed. Issues that emerge from the situation are explored and actions are evaluated. The account is self‐critical and self‐evaluative and indicates the need for the teacher to be responsive to individual pupil needs.