engleski

Teacher- child interaction in the context of reading stories

Teacher's story reading creates a context of socialadult-child interaction, wich is highly productive for familiarisation of a child with a writen word, more abstract use of the language and prepares the child for formal school learning. While listening to the teacher's loud reading the child gradually aquires more control over the language: learns to pay attention to the linguistic message as the main source of meaning, to understand symbolic potentials of the language, and to follow and make his/her own narratives. Next to the appropriate choice of stories, the quality of interaction in this context is of vital importance. Developmentally valuable is the interaction characterised by complementary actions of an adult and a child: exchange, explanatio, foreseeing, redirection, exploration... Such an interaction has all the qualities of a dialogue i.e. it is not just more checking of facts and reroduction of details. It includes the willingness of teacher to listen and observe a child, helping the child to build and explain his/her own interpretation of a story instead of imposing the "correct" adult interpretation. The intention of the adult oral behaviour is important - is the language used as a means to control or as a menas of encouragement of a child for creative exploration trough the language ?

adult-child interaction; complementary actions adult-child; teacher's story reading

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