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

dc.contributor.authorSartori M.
dc.contributor.authorJauck D.
dc.contributor.authorPeralta O.
dc.contributor.authorSartori M.
dc.contributor.authorJauck D.
dc.contributor.authorPeralta O.
dc.contributor.authorOrtiz C.
dc.contributor.authorPizarro P.
dc.contributor.authorStein A.
dc.contributor.authorAlam F.
dc.contributor.authorRosemberg C.
dc.contributor.authorStein A.
dc.contributor.authorRosemberg C.
dc.contributor.authorStrasser K.
dc.date.accessioned2025-05-01T10:30:11Z
dc.date.available2025-05-01T10:30:11Z
dc.date.issued2021
dc.description.abstractCopyright 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.
dc.description.funderANID
dc.description.funderAgencia Nacional de Investigacion y Desarrollo
dc.format.extent10 páginas
dc.fuente.origenScopus
dc.identifier.doi10.7764/psykhe.2019.22317
dc.identifier.eissn07182228
dc.identifier.issn07182228 07170297
dc.identifier.pubmedid33629395
dc.identifier.scieloidS0716-27902024000100135
dc.identifier.scopusidSCOPUS_ID:85110760183
dc.identifier.urihttps://doi.org/10.7764/psykhe.2019.22317
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/103597
dc.identifier.wosidWOS:000648032700001
dc.information.autorucEscuela de Psicología; Strasser Salinas Katherine; 0000-0003-2364-6798; 93094
dc.issue.numero166231
dc.language.isoen
dc.nota.accesoSin adjunto
dc.pagina.final16
dc.pagina.inicio1
dc.relation.ispartof16th International Vasculitis & ANCA Workshop
dc.revistaPsykhe
dc.rightsAcceso abierto
dc.subjectcuento
dc.subjectIRF sequences
dc.subjectjuego
dc.subjectlanguage
dc.subjectlenguaje
dc.subjectnivel inicial
dc.subjectplay
dc.subjectpreschool
dc.subjectsecuencias PRS
dc.subjectstory
dc.subject.ddc610
dc.subject.deweyMedicina y saludes_ES
dc.titleInitiation, 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
dc.typeartículo
dc.volumen30
sipa.codpersvinculados93094
sipa.indexScopus
sipa.trazabilidadCarga WOS-SCOPUS;01-05-2025
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