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ID 30255
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What are encouraged for young children to maintain verbal communications? : The analysis of the effective social initiations and responses to them beyond first grader's problems.
著者
藤原 直樹
キーワード
Verbal interaction
preschool children
first grader's problems
social initiations
responses
言語コミュニケーション
幼児
小一プロブレム
働きかけ
反応
NDC
教育
抄録(英)
Recently, adaptations of the first graders are one of the big problems in education. The problems are called 'first graders' problems. This research aimed to prove what types of social initiations of verbal conversation are related with maintaining communication or what types of responses to them are related with ones in order to identify the effective communication. We observed the communication of ten young children for ten minutes when they were playing with their friends at playground in their preschool. We classify the social initiations and response to them according to Haliday (1985), Fukada et al. (1999) and Okamura and Sugiyama (2007). Additionally, we added a new category, 'non verbal initiation'. The results as follows; there are not gender differences in the function of verbal interaction. The most frequent social initiation is request; however, the most effective social initiation to maintain verbal interaction is non verbal initiation. On the other hand, the most effective response to maintain it is accompanying response. From these results we suggested some strategies for teachers, for example using non verbal social initiation and responses which lead other responses to make them develop their communication abilities for the first graders.
掲載誌名
学習開発学研究
3号
開始ページ
77
終了ページ
82
出版年月日
2010-03-31
出版者
広島大学大学院教育学研究科学習開発学講座
ISSN
1883-8200
NCID
SelfDOI
言語
日本語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
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publisher
権利情報
Copyright (c) 2010 広島大学大学院教育学研究科学習開発学講座
部局名
教育学研究科
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