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Hypotheses in adult-child interactions stimulate children's reasoning and verbalizations

  • Adult-child interactions can support children's development and are established as predictors of program quality in early childhood settings. However, the linguistic components that constitute positive interactions have not yet been studied in detail. This study investigates the effects of hypotheses proposed by adults on children's responses in a dyadic picture-book viewing situation. In 2 experiments, adults’ use of hypotheses (e.g., “Maybe this is a dwarf's door”) was tested against the use of instructive statements (“This is a dwarf's door”) and in combination with open questions (“What do you think, why is the door so small?”). In Experiment 1, hypotheses differed from instructions only by the modal marker “maybe”. Children's responses to hypotheses were longer and contained more self-generated explanations as compared to responses to instructions. The use of hypotheses also seemed to encourage children to attach more importance to their own explanations. In Experiment 2, combining hypotheses with open-ended why questionsAdult-child interactions can support children's development and are established as predictors of program quality in early childhood settings. However, the linguistic components that constitute positive interactions have not yet been studied in detail. This study investigates the effects of hypotheses proposed by adults on children's responses in a dyadic picture-book viewing situation. In 2 experiments, adults’ use of hypotheses (e.g., “Maybe this is a dwarf's door”) was tested against the use of instructive statements (“This is a dwarf's door”) and in combination with open questions (“What do you think, why is the door so small?”). In Experiment 1, hypotheses differed from instructions only by the modal marker “maybe”. Children's responses to hypotheses were longer and contained more self-generated explanations as compared to responses to instructions. The use of hypotheses also seemed to encourage children to attach more importance to their own explanations. In Experiment 2, combining hypotheses with open-ended why questions elicited longer responses but no more self-generated explanations in children than open-ended questions alone. Results indicate that subtle differences in adults’ utterances can directly influence children's reasoning and children's contributions to dialogues.zeige mehrzeige weniger

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Metadaten
Verfasserangaben:Karoline Lohse, Andrea Hildebrandt, Frauke HildebrandtORCiDGND
DOI:https://doi.org/10.1016/j.ecresq.2021.09.014
ISSN:0885-2006
Titel des übergeordneten Werkes (Englisch):Early Childhood Research Quarterly
Verlag:Elsevier
Verlagsort:Amsterdam
Dokumentart:Wissenschaftlicher Artikel
Sprache:Englisch
Datum der Veröffentlichung (online):20.04.2022
Jahr der Erstveröffentlichung:2022
Veröffentlichende Institution:Fachhochschule Potsdam
Datum der Freischaltung:20.04.2022
Freies Schlagwort / Tag:Sustained shared thinking
GND-Schlagwort:Parent-child interaction therapy; Hypothese; Kinderfrage
Jahrgang:58
Erste Seite:254
Letzte Seite:263
Fachbereiche und Zentrale Einrichtungen:FB1 Sozial- und Bildungswissenschaften
DDC-Klassifikation:100 Philosophie und Psychologie / 150 Psychologie
300 Sozialwissenschaften / 370 Bildung und Erziehung
Lizenz (Deutsch):License LogoCreative Commons - CC BY-NC-SA - Namensnennung - Nicht kommerziell - Weitergabe unter gleichen Bedingungen 4.0 International
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