Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils

▸ We define syntax as an important aspect of children's early literacy development. ▸ We examine complex syntax among preschool children in teacher–child conversations. ▸ Children's use of complex syntax appears influenced by teachers’ use of complex syntax, and vice versa. ▸ Increasing te...

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Veröffentlicht in:	Early childhood research quarterly 2013, Vol.28 (3), p.496-508
Hauptverfasser:	Justice, Laura M., McGinty, Anita S., Zucker, Tricia, Cabell, Sonia Q., Piasta, Shayne B.
Format:	Artikel
Sprache:	eng
Schlagworte:	At-risk children Children Classrooms Conversations Dependency Language development Preschool Syntactic complexity Syntax Teachers Utterances
Online-Zugang:	Volltext
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