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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 28 1 Educators’ use of questioning as a pedagogical strategy in long day care nurseries Davis, Belinda; Torr, Jane. - : Routledge, 2016 Abstract: Educators’ questions can encourage children to engage in extended conversations, facilitate comprehension and stimulate thinking. Many studies of educators’ questioning have focused on children aged 3 years and older. Little is known about the manner in which educators of infants in non-parental group care settings use questioning as a pedagogical strategy. Six university-qualified early childhood educators in Sydney, Australia, were videorecorded for 40 min each in their long day care centres. Informed by systemic functional linguistic theory, the educators’ questions addressed to infants (defined as children under 2 years of age) were coded according to whether they served a pedagogical or regulatory function. Pedagogical questions were defined as questions intended to promote children’s learning, whereas regulatory questions functioned as commands and offers which were intended to manage behaviour. The educators’ pedagogical questions were then further analysed according to the response required of the infant. Confirm questions sought a yes or no response, specify questions (who, when, where, what) sought the name of a person, time, place or entity and explain questions (why or how) sought an explanation or justification. The findings demonstrated that educators differed greatly in terms of the frequency and manner in which they used questioning as a pedagogical strategy when interacting with infants. So-called open questioning, which has been shown to stimulate conversation with older children, may not be appropriate for infants whose distinctive developmental trajectories differ from those of preschool-aged children. The findings suggest the need for a more nuanced understanding of the role of questioning in promoting infants’ language, literacy and intellectual development. ; 15 page(s) Keyword: infants; language development; long day care; pedagogy; questioning URL: http://hdl.handle.net/1959.14/1189408 BASE Hide details 2 Educator talk in long day care nurseries : how context shapes meaning Torr, Jane; Pham, Lien. - : Springer, 2016 BASE Show details 3 Infant-toddler educators' language support practices during snack-time Degotardi, Sheila; Torr, Jane; Nguyen, Thanh Nga. - : Deakin West, ACT : Early Childhood Australia, 2016 BASE Show details 4 A Study of reasoning talk between Australian Chinese mothers and their preschool children : what messages are mothers sending? Hu, Jiangbo; Torr, Jane. - : Routledge, 2016 BASE Show details 5 Creating pretence and sharing friendship : modal expressions in children's play Hoyte, Frances; Torr, Jane; Degotardi, Sheila. - : Routledge, 2015 BASE Show details 6 Language development in early childhood : learning how to mean Torr, Jane. - : London, 2015. : New York : Bloomsbury Publishing, 2015 BASE Show details 7 What it is all about : topic choices in young children's play Hoyte, Frances; Degotardi, Sheila; Torr, Jane. - : Routledge, 2015 BASE Show details 8 Infants and toddlers : how visible are they in the Early Years Learning Framework? Davis, Belinda; Torr, Jane; Degotardi, Sheila. - : Springer, 2015 BASE Show details 9 Pre-packaging preschool literacy : what drives early childhood teachers to use commercially produced phonics programs in prior to school settings Campbell, Stacey; Torr, Jane; Cologon, Kathy. - : Symposium Journals, 2014 BASE Show details 10 The Language of friendship : genre in the conversations of preschool children Hoyte, Frances; Torr, Jane; Degotardi, Sheila. - : SAGE Publications, 2014 BASE Show details 11 Australian Chinese parents' language attitudes and practices relating to their children's bilingual development prior to school Hu, Jiangbo; Torr, Jane; Whiteman, Peter. - : SAGE Publications, 2014 BASE Show details 12 Pre-packaging preschool literacy what drives early childhood teachers to use commercially produced phonics programs in prior to school settings Campbell, Stacey; Torr, Jane; Cologon, Kathy. - : Symposium Journals, 2014 BASE Show details 13 Taiwanese mothers' motivations for teaching English to their young children at home Lan, Yi-Chen; Torr, Jane; Degotardi, Sheila. - : Korean Association of Child Studies, 2012 BASE Show details 14 Learning English as a foreign language at home : the practices of Taiwanese mothers and their preschoolers Lan, Yi-Chen; Torr, Jane; Degotardi, Sheila. - : Academic Star Publishing, 2011 BASE Show details 15 Factors related to the home teaching of English language to preschool aged children : a Taiwanese study Lan, Yi-Chen; Degotardi, Sheila; Torr, Jane. - : Pacific Early Childhood Education Research Association, 2011 BASE Show details 16 "The Mouse is not a toy" : young children's interactions with e-games Torr, Jane; Roberts, Susan; Djonov, Emilia. - : ALEA, 2008 BASE Show details 17 The mouse is not a toy: young children's interactions with e-games Roberts, Susan; Djonov, Emilia N; Torr, Jane In: Faculty of Education - Papers (Archive) (2008) BASE Show details 18 Singaporean early childhood teachers' beliefs about literacy development in a multilingual context Lim, Christina; Torr, Jane. - : Routledge, 2007 BASE Show details 19 The Pleasure of recognition : intertextuality in the talk of preschoolers during shared reading with mothers and teachers Torr, Jane. - : Routledge, 2007 BASE Show details 20 Language development in early childhood Torr, Jane. - : Southbank, Vic : Thomson Education, 2005 BASE Show details Page: 1 2

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