Browsing by Author "Strasser K."

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    Initiation, Response, and Follow-Up Sequences in Play Situations and Story Reading in PreschoolSecuencias de Pregunta, Respuesta y Seguimiento en Situaciones de Juego y Cuentos en el Nivel Inicial
    (2021) Sartori M.; Jauck D.; Peralta O.; Sartori M.; Jauck D.; Peralta O.; Ortiz C.; Pizarro P.; Stein A.; Alam F.; Rosemberg C.; Stein A.; Rosemberg C.; Strasser K.
    Copyright 2020 by PsykheThe language used by teachers has been found to be closely associated with the oral language of the children in their care. The types of questions that teachers ask and the way they follow-up children’s responses constitute initiationresponse-follow-up (IRF) sequences, which are an important aspect of teacher-student verbal exchanges. In preschool, these sequences have been studied mostly in book reading interactions. The present study compares IRF sequences in 2 situations: book reading and play. The sample comprised 10 preschools, purposively selected in the province of Entre Ríos, Argentina. Specifically, the participants were 10 teachers and 300 children. Employing a micro analytical approach, 13 audio recordings of book reading and 16 of corner play were analyzed. To evaluate the differences between the types of questions, responses, and follow-up in the 2 situations, the χ2 test was used. In addition, a sequential analysis was performed of the relationship between the type and complexity of the question, of the response, and of the follow-up. Results show that both situations predominantly feature low complexity or literal questions and low-level follow-ups, such as confirmation, evaluation, falsification, and response. Relevantly, the type and complexity of the question asked by the teacher strongly determine the complexity of the children’s response. The didactic implications of this study are discussed, specifically regarding teaching practices and teacher education.
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    Narrative comprehension in the preschool age: An assessment instrumentLa comprensión narrativa en edad preescolar: Un instrumento para su medición
    (2010) Strasser K.; Larraín A.; de Lérida S.; Rosa Lissi M.
    Narrative comprehension is a fundamental ability for children's literacy development that has been largely ignored by researchers and educators, due to the difficulties in understanding and measuring it, particularly in the early ages. The results of a study, whose goal was to construct and validate an instrument to measure narrative comprehension in preschool age children, are presented. Participants were 117 Chilean children aged 3 years and 6 months to 5 years and 1 month. Evidence was found to support the reliability and concurrent validity of the instrument, which is simple and quick to administer and code. The implications of having an instrument to measure narrative comprehension that is adequate for the Chilean preschool population are discussed, as are future studies to improve the instrument. © 2010 by Psykhe.
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    The role of video analysis and deliberate rehearsal in the development of language stimulation skills in pre-service preschool teacher preparation: An experimental study
    (Elsevier Ltd, 2021) Strasser K.; Barra G.; Mendive S.
    © 2021 Elsevier LtdAn experiment was conducted to evaluate the contribution of active learning and deliberate rehearsal to the language-promotion abilities of pre-service teachers. Fifty-nine students enrolled in intensive early childhood or elementary education university programs were randomly assigned to a video analysis, video analysis + deliberate rehearsal, or control condition. Participants in the two experimental conditions produced better language interactions in fictional -but not real-scenarios than students receiving only intensive university training. Deliberate rehearsal did not have an additional impact over video analysis. Implications for university teaching of language promotion abilities are discussed.
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    Time management in 12 Chilean kindergarten classrooms: Recess, snack and a little teachingGestión del tiempo en 12 salas Chilenas de kindergarten: Recreo, colación y algo de instrucción
    (2009) Strasser K.; Lissi M.; Silva M.
    This study examined time management in 12 kindergarten classrooms from 9 Chilean schools with diverse sources of funding and socioeconomic status (SES). We conducted 33 observations in the 12 classrooms (average duration 197 minutes), and determined the amount of time devoted to different activities. More than half of the time in these classrooms was spent in non-instructional activities such as recess, snack, and managing the children's behavior. Additionally, the distribution of instructional time is not in accordance with current findings regarding the activities that are more fruitful for children's development. These results are independent of the schools' source of funding and SES. © 2009.