Publication Cover
Education 3-13
International Journal of Primary, Elementary and Early Years Education
Volume 46, 2018 - Issue 3
7,789
Views
6
CrossRef citations to date
0
Altmetric
Articles

Exploratory talk in the early years: analysing exploratory talk in collaborative group activities involving younger learners

Pages 264-276 | Received 30 Aug 2016, Accepted 26 Sep 2016, Published online: 20 Oct 2016

References

  • Anghileri, J. 2006. “Scaffolding Practices that Enhance Mathematics Learning.” Journal of Mathematics Teacher Education 9: 33–52. doi: 10.1007/s10857-006-9005-9
  • Baines, E., P. Blatchford, and A. Chown. 2007. “The Effectiveness of Collaborative Group Work in Primary Schools: Effects on Science Attainment.” British Educational Research Journal 33 (5): 663–680. doi: 10.1080/01411920701582231
  • Baines, E., P. Blatchford, and P. Kutnick. 2003. “Changes in Grouping Practices over Primary and Secondary School.” International Journal of Educational Research 39: 9–34. doi: 10.1016/S0883-0355(03)00071-5
  • Blatchford, P., E. Baines, C. Rubie-Davies, P. Bassett, and A. Chowne. 2006. “The Effect of a New Approach to Group-Work on Pupil-Pupil and Teacher-Pupil Interactions.” Journal of Educational Psychology 98: 750–765. doi: 10.1037/0022-0663.98.4.750
  • Brown, A. L., and A. S. Palinscar. 1986. Guided, Cooperative Learning and Individual Knowledge Acquisition. Technical Report No. 372. Cambridge, MA: Illinois University.
  • Chin, C., and D. E. Brown. 2002. “Student-generated Questions: A Meaningful Aspect of Learning in Science.” International Journal of Science Education 24 (5): 521–549. doi: 10.1080/09500690110095249
  • Cohen, L., L. Manion, and K. Morrison. 2007. Research Methods in Education. 6th ed. London: Routledge.
  • Dawes, L. 2004. “Talk and Learning in Classroom Science.” International Journal of Science Education 26 (6): 677–695. doi: 10.1080/0950069032000097424
  • Donaldson, M. 1978. Childrens’ Minds. London: Fontana.
  • Fernandez, M., R. Wegerif, N. Mercer, and S. Rojas-Drummond. 2002. “Reconceptualising ‘Scaffolding’ and the Zone of Proximal Development in the Context of Symmetrical Collaborative Learning.” Journal of Classroom Interaction 36 (2): 40–54.
  • Fleer, M. 2003. “Early Childhood Education as an Evolving ‘Community of Practice’ or as Lived ‘Social Reproduction’: Researching the ‘Taken for Granted’.” Contemporary Issues in Early Childhood Education 4 (1): 64–79. doi: 10.2304/ciec.2003.4.1.7
  • Flewitt, R. 2006. “Using Video to Investigate Preschool Classroom Interaction: Education Research Assumptions and Methodological Practices.” Visual Communication 5 (1): 25–50. doi: 10.1177/1470357206060917
  • Gillies, R. M. 2003. “Structuring Cooperative Group Work in Classrooms.” International Journal of Educational Research 39: 35–49. doi: 10.1016/S0883-0355(03)00072-7
  • Gillies, R. M., and M. Boyle. 2006. “Ten Australian Elementary Teachers’ Discourse and Reported Pedagogical Practices during Cooperative Learning.” The Elementary School Journal 106 (5): 429–451. doi: 10.1086/505439
  • Gough, S., and W. Scott. 2000. “Exploring the Purposes of Qualitative Data Coding in Educational Enquiry: Insights from Recent Research.” Educational Studies 26 (3): 339–354. doi: 10.1080/03055690050137141
  • Howe, C., and N. Mercer. 2007a. Children’s Social Development, Peer Interaction and Classroom Learning. Primary Review Research Survey 2/1b, Interim Report. Cambridge: University of Cambridge.
  • Howe, C., and N. Mercer. 2007b. Children’s Social Development, Peer Interaction and Classroom Learning. Primary Review Research Survey 2/1b, Primary Research Briefing. Cambridge: University of Cambridge.
  • Jordan, B. 2009. “Scaffolding Learning and Co-constructing Understandings.” In Early Childhood Education, Society and Culture, 2nd ed., edited by A. Anning, J. Cullen, and M. Fleer, 39–52. London: Sage.
  • Klassen, S. 2006. “A Theoretical Framework for Contextual Science Teaching.” Interchange 37 (1–2): 21–62.
  • Lambirth, A. 2006. “Challenging the Laws of Talk: Ground Rules, Social Reproduction and the Curriculum.” The Curriculum Journal 17: 59–71. doi: 10.1080/09585170600682608
  • Lester, J. C., J. P. Rowe, and B. W. Mott. 2013. “Narrative-Centred Learning Environments: A Story-Centric Approach to Educational Games.” In Emerging Technologies for the Classroom, edited by C. Mouza and N. Lavigne, 223–237. New York: Springer.
  • Littleton, K., N. Mercer, L. Dawes, R. Wegerif, D. Rowe, and C. Sams. 2005. “Talking and Thinking Together at Key Stage 1.” Early Years: An International Journal of Research and Development 25 (2): 167–182. doi: 10.1080/09575140500128129
  • Mercer, N. 1996. “The Quality of Talk in Children’s Collaborative Activity in the Classroom.” Learning and Instruction 6 (4): 359–377. doi: 10.1016/S0959-4752(96)00021-7
  • Mercer, N. 2000. Words and Minds: How We Use Language to Think Together. London: Routledge.
  • Mercer, N., and C. Howe. 2012. “Explaining the Dialogic Processes of Teaching and Learning: The Value and Potential of Sociocultural Theory.” Learning, Culture and Social Interaction 1 (1): 12–21. doi: 10.1016/j.lcsi.2012.03.001
  • Mercer, N., L. Dawes, R. Wegerif, and C. Sams. 2004. “Reasoning as a Scientist: Ways of Helping Children to Use Language to Learn Science.” British Educational Research Journal 30 (3): 359–377. doi: 10.1080/01411920410001689689
  • Mercer, N., and K. Littleton. 2007. Dialogue and the Development of Children’s Thinking: A Sociocultural Approach. Oxford: Routledge.
  • Newby, P. 2010. Research Methods for Education. Harlow: Pearson Education.
  • Palmer, D. 2005. “A Motivational View of Constructivist-Informed Teaching.” International Journal of Science Education 27 (15): 1853–1881. doi: 10.1080/09500690500339654
  • Rajala, A., J. Hilppö, and L. Lipponen. 2012. “The Emergence of Inclusive Exploratory Talk in Primary Students’ Peer Interaction.” International Journal of Educational Research 53: 55–67. doi: 10.1016/j.ijer.2011.12.011
  • Rojas-Drummond, S., and N. Mercer. 2003. ”Scaffolding the Development of Effective Collaboration and Learning.” International Journal of Educational Research 39 (1–2): 99–111.
  • Rojas-Drummond, S., and M. P. Zapata. 2004. “Exploratory Talk, Argumentation and Reasoning in Mexican Primary School Children.” Language and Education 18 (6): 539–557.
  • Savin-Baden, M., and C. H. Major. 2013. Qualitative Research: The Essential Guide to Theory and Practice. London: Routledge.
  • Siraj-Blatchford, I., K. Sylva, S. Muttock, R. Gilden, and D. Bell. 2002. Researching Effective Pedagogy in the Early Years (REPEY) DfES Research Report 365. London: HMSO, Queen’s Printer.
  • Topping, K. J. 2005. “Trends in Peer Learning.” Educational Psychology 25 (6): 631–645. doi: 10.1080/01443410500345172
  • Wegerif, R., M. Mercer, and L. Dawes. 1999. “From Social Interaction to Individual Reasoning: An Empirical Investigation of a Possible Socio-cultural Module of Cognitive Development.” Learning and Instruction 9: 493–516. doi: 10.1016/S0959-4752(99)00013-4
  • Wood, D. J., J. S. Bruner, and G. Ross. 1976. “The Role of Tutoring in Problem Solving.” Journal of Psychology and Psychiatry 17: 89–100. doi: 10.1111/j.1469-7610.1976.tb00381.x

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.