The Visualisation of Polyadic Sustained Shared Thinking Interactions: A Methodological Approach
Abstract: Sustained shared thinking (SST) is considered an important element of high-quality teacher child interaction (SIRAJ-BLATCHFORD, SYLVA, MUTTOCK, GILDEN & BELL, 2002). However, SST rarely occurs in early childhood institutions, and when it is studied, it is mainly observed in dyadic interactions. Since communication in kindergarten also takes place in group settings, polyadic SST-dialogues were explored in this study using videography, information about children's family language (monolingual/multilingual) and tests for children on emergent literacy from the international research project "SpriKiDS" (VOGT et al., 2019). Micro-processes were analysed by means of linguistic conversation analysis (BRINKER & SAGER, 2010) and grounded theory method (STRAUSS & CORBIN, 1996 [1990]) to identify strategies that promote SST in groups of children. Within the analysis process, visualisations were developed to discover elements of polyadic SST-interactions and to present findings. In this article.... https://www.qualitative-research.net/index.php/fqs/article/view/3566
- Standort
-
Deutsche Nationalbibliothek Frankfurt am Main
- Umfang
-
Online-Ressource
- Sprache
-
Englisch
- Erschienen in
-
The Visualisation of Polyadic Sustained Shared Thinking Interactions: A Methodological Approach ; volume:22 ; number:2 ; day:28 ; month:05 ; year:2021
Forum qualitative Sozialforschung ; 22, Heft 2 (28.05.2021)
- Urheber
-
Waibel, Alexandra
- DOI
-
10.17169/fqs-22.2.3566
- URN
-
urn:nbn:de:101:1-2022011411435629684469
- Rechteinformation
-
Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Letzte Aktualisierung
-
15.08.2025, 07:24 MESZ
Datenpartner
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Beteiligte
- Waibel, Alexandra
Ähnliche Objekte (12)
The Visualisation of Polyadic Sustained Shared Thinking Interactions: A Methodological Approach
Sustained Shared Thinking im frühen naturwissenschaftlich-technischen Lernen
Sustained Shared Thinking fördert das innovative Verhalten vier- bis sechsjähriger Kinder
A Review of Reminiscing in Early Childhood Settings and Links to Sustained Shared Thinking
Human thinking, shared intentionality, and egocentric biases
Visualisation
Data Visualisation
Geospatial visualisation
Visualisation of Evolution
Visualisation einer Kraft
Visualisation sensomotorischer Lehrmedien
Visualisation, presentation, facilitation
The Visualisation of Polyadic Sustained Shared Thinking Interactions: A Methodological Approach
Sustained Shared Thinking im frühen naturwissenschaftlich-technischen Lernen
Sustained Shared Thinking fördert das innovative Verhalten vier- bis sechsjähriger Kinder
A Review of Reminiscing in Early Childhood Settings and Links to Sustained Shared Thinking
Human thinking, shared intentionality, and egocentric biases
Visualisation
Data Visualisation
Geospatial visualisation
Visualisation of Evolution
Visualisation einer Kraft
Visualisation sensomotorischer Lehrmedien
Visualisation, presentation, facilitation
The Visualisation of Polyadic Sustained Shared Thinking Interactions: A Methodological Approach
Sustained Shared Thinking im frühen naturwissenschaftlich-technischen Lernen
Sustained Shared Thinking fördert das innovative Verhalten vier- bis sechsjähriger Kinder
A Review of Reminiscing in Early Childhood Settings and Links to Sustained Shared Thinking
Human thinking, shared intentionality, and egocentric biases
Visualisation
Data Visualisation
Geospatial visualisation
Visualisation of Evolution
Visualisation einer Kraft
Visualisation sensomotorischer Lehrmedien