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Abstract
This study investigated the manner in which 56 infant educators used language to direct the behaviour of infants (defined as children aged birth to two years), on the basis that the ways in which educators frame their commands represent an important component of young children’s learning experiences. Underpinned by systemic functional linguistic theory, the study analysed the frequency and
type of command produced by educators with university, diploma and certificate qualifications. Suggestive and indirect commands convey a sense of negotiation, as if the addressees’ subjective opinions and thoughts are considered, while nonsuggestive and direct commands foreground the speakers’ power and authority. The findings demonstrate that commands feature frequently in
educators’ talk to infants, with nonsuggestive and direct commands being most commonly used. Individual differences were related to the qualifications of staff. University-qualified early childhood teachers used significantly fewer nonsuggestive and direct commands than did diploma and certificate-qualified educators, and they were more likely to provide infants with a reason for the command. These findings have implications for the way in which learning opportunities are created by the language that educators use, and for the overall quality of infant early childhood programmes.
type of command produced by educators with university, diploma and certificate qualifications. Suggestive and indirect commands convey a sense of negotiation, as if the addressees’ subjective opinions and thoughts are considered, while nonsuggestive and direct commands foreground the speakers’ power and authority. The findings demonstrate that commands feature frequently in
educators’ talk to infants, with nonsuggestive and direct commands being most commonly used. Individual differences were related to the qualifications of staff. University-qualified early childhood teachers used significantly fewer nonsuggestive and direct commands than did diploma and certificate-qualified educators, and they were more likely to provide infants with a reason for the command. These findings have implications for the way in which learning opportunities are created by the language that educators use, and for the overall quality of infant early childhood programmes.
Original language | English |
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Pages (from-to) | 190-204 |
Number of pages | 15 |
Journal | Early Years |
Volume | 39 |
Issue number | 2 |
Early online date | 25 Aug 2017 |
DOIs | |
Publication status | Published - 3 Apr 2019 |
Keywords
- infants
- childcare
- language
- commands
- teacher qualifications
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Dive into the research topics of 'Educators' use of commanding language to direct infants' behaviour: relationship to educators’ qualifications and implications for language learning opportunities'. Together they form a unique fingerprint.Projects
- 1 Finished
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Investigating educator-infant talk and infant-peer interactions in Long Day Care
Degotardi, S., Torr, J., Bradley, B. & MQRES, M.
28/02/14 → 1/01/21
Project: Research