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

Object Details

• Location: Deutsche Nationalbibliothek Frankfurt am Main
• Extent: Online-Ressource
• Language: Englisch

References and Relationships

• Bibliographic citation: 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)

Contributors, Places and Time

• Creator: Waibel, Alexandra

Further information

• DOI: 10.17169/fqs-22.2.3566
• URN: urn:nbn:de:101:1-2022011411435629684469
• Rights: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Last update: 15.08.2025, 7:24 AM CEST