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(do we really interprete the meaning of what they are saying?) Interpretation of what teachers are meaningFZ.@-@,    Participants in this analysis6 Practioners involved: The teacher-practioner herself Student-teachers Teacher trainers especially in education of young children 0oY*   Protocol of analysis  Teacher communication: Verbal interventions questions like asking for information, intentions, mental thinking etc Statements like confirming, repeating, summerizing etc (-Z-Z     !    dChild s communication: What does the child say; what does the child mean. Basic needs as conditions for development. Basic needs are: relation, competence, autonomy (Stevens) RZ`-Z;-ZZw<D        Theoretical Background  * Theory: Stevens: Basic Needs Bahktin / Wertsch: authority and dialogic aspect. Multivoicedness. * Methodology: Focus on reliability by triangulation (three groups of participants in analysis)$sR!:         Analysis Interview on video All the participants used the same formats for analysis We used a small part of the interview for a profound analysis     ]First we show you a particular part of the video Second we want to share some of our findings^Z^   '>Example 1 Focus on the quality of talking with young children.?? ~ xAll the participants analysed the verbatim (communication of the children) on 7 different kinds of interventions. (asking information; giving information; asking for the perception of the child;  go-on questions = continue to enquire after the meaning; confirmation; repeating the child s observations; summarizing) 0<r            (Example 1 Diagram.( )LExample 2: Focus on the  basic needs 1''(6  {All the participants analysed the verbatim (teacher communica-tion)on the basic needs: relation; competence and autonomy.    *LExample 3 Focus on the  basic needs 2''(H This diagram shows the impact of the teacher s appeal on each child about the sense of: Relationship Competence Autonomy +  + Some Conclusions $ $In general: We found a great diversity in data based on the analyses of the participants. We would even go so far as to say that it s very difficult for students (and for researchers) to retrieve the meaning of the child and to be sure of what children really moves You have to know the children (in our case the classroom teacher) and their background to get a notion of their meaning (and not only listen to what they are saying) while interviewing them It s not easy to educate students on this aspect of their (future) profession and for students to be trained in this aspect. Listen to Susan L.Engel in her book  Real Kids while she is saying:  The challenge for the researcher is to understand that what is on the child s mind not neatly match what the context would suggest . $ PP8              ,!In the near future,To bring the participants together to share and discuss their findings To share the interpretation(s) with the children involved and ask for their opinions on the interpretations of the participants (H  -"Many children, many voicesHLAnja Tertoolen a.tertoolen@domstad.nl Wieke Bosch w.bosch@hs-ipabo.edu MMr  6X 0'7X 06J/l . / 0 123"   0` ` ̙33` 333MMM` ff3333f` f` f` 3>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>> XP(    6z P  k7Klik om het opmaakprofiel van de modeltitel te bewerken8 83  0}   oKlik om de opmaakprofielen van de modeltekst te bewerken Tweede niveau Derde niveau Vierde niveau Vijfde niveau9  p  0\ ``  X*  0 `   Z*  0 `   Z*H  0޽h ? ̙33  Standaardontwerp7 0 0 G(     0 H  0޽h ? ̙33y___PPT10Y+D=' = @B +m  0 @$(  r  S  kP   r  S k  H  0޽h ? ̙33y___PPT10Y+D=' = @B +m  0 P$(  r  S pWP   r  S F  H  0޽h ? ̙33y___PPT10Y+D=' = @B +y  0 ph0(  hx h c $dP   x h c $$  H h 0޽h ? ̙33y___PPT10Y+D=' = @B +  0 `(  r  S DEP   r  S 0]   r  S  ^p   H  0޽h ? ̙33y___PPT10Y+D=' = @B +m  0  $(   r  S 7P   r  S hb  H  0޽h ? ̙33y___PPT10Y+D=' = @B +  0 4j(  4r 4 S P   r 4 S    r 4 S p    4 0 s d<X 0 eecera2007.wmvX 0H 4 0޽h ? ̙33___PPT10i.qp+D=' = @B +   0 0(  x  c $P   x  c $h  H  0޽h ? ̙33___PPT10i.v"+D=' = @B +   0 D< (  x  c $ĝP     0h      TA ?f H  0޽h ? ̙3380___PPT10.v`I   0 6.@(  x  c $P   x  c $ԥ    0 BA 5?p  5 H  0޽h ? ̙33  0 <4`(  x  c $TP   x  c $,     TA ?@p   H  0޽h ? ̙3380___PPT10.z0  0 0(  x  c $DP   x  c $  H  0޽h ? ̙3380___PPT10.vPj  0 0(  x  c $\ٻP   x  c $4ڻ  H  0޽h ? ̙33 0 0(  x  c $軻p  x  c $ `    H  0޽h ? ̙33$ 0 x4(  xX x C      x S `  @   6Good morning. This morning it s all Dutch. First the keynote of Bert van Oers about& & & & and now something totally different, but still Dutch. Many children; many voices. First , let s introduce ourselves: Anja Tertoolen, stafmember of the Educatieve Federatie Interactum Wieke Bosch, IPABO Amsterdam/Alkmaar, University Institute for Teacher Education.& & ..R         !   H x 0޽h ? ̙3380___PPT10.+"/  0 8 0 | (  |X | C     0  | S D  @   BRIEF OVERVIEW OF OUR RESEARCH UNTIL NOW. Since 2004 we have do our research interviewing young children. We want to know what their perspectives are on education they get in school. The method we use is interviewing the children by their own teacher. We think young children talk easier if they have been interviewd by someone they know.. We also think it s not easy to interview young children. That s why we use our material at our University. The videomaterial of several interviews in different situations gives students examples of the difficulty and complexity when interviewing young children. Exploring and discussing this material will improve the quality of talking with young children. At least we do hope so.%                H | 0޽h ? ̙3380___PPT10.|$  0 V N  (  X  C     N   S p,  @   HOW TO INTERPRET? One of the most difficult problems in our research is: How to interpret what children are saying; what s the meaning of what they are saying? If they are saying:  my mum always helps me is that only an announcement or is the intention of the child to ask:  will you help me like my mum does? And the teacher is their something she can do to interpret the child properly? For instance; is she aware she has already s an image of the child, is that image misleading her? And is the teacher capable to take the perspective of the child in her mind while she is listening? And (quite another aspect) is the teacher capable to stimulate children with her questions to say what they want to say? <           H  0޽h ? ̙3380___PPT10.p/`  0 r j  (  X  C     j   S j  @    PARTICIPANTS IN THIS ANALYSIS It is our intention to analyze from one of our video s, (about 15 minutes) by different paople. We choose three different groups of participants for analysis. They are; First: .- the classroom teacher who did held the interview with the children Second: two students in the second phase of their study to become a teacher. In the Netherlands all teachers are qualified to educate children from 4 till 12. In the second phase of the study students have to choose for young (4 till 8) or elderly (8 till 12) children. Thes two students did choose young children. And: - two teacher trainers; experts in education of young children. All of them made the analysis on their own.2y---*             H  0޽h ? ̙3380___PPT10.`t* 0 :(  X  C       S   @   <x THE PROTOCOL OF ANALYSIS The whole interview was recorded on video. The video was written down in verbatim.(ve beetim) We designed two formats as a help and as a guide for analysis. Each participant has to analyze in two ways: Looking at the teacher s communication - Looking at the children s communication In the format about the teacher s communication we asked for the different kinds of verbal interventions; what kinds of questions and rematks were used by the teacher. In the format about the childs communication we asked them to write down what they think the child means. On the other hand they had to decide if the teacher does an appeal on basic needs. What are basic needs? In the Netherlands Luc Stevens, a well known professor in special educational needs, introduced this three basic needs about 1990. The baic needs are: relation; competence and autonomy. Relation is especially for young children the most basic need. Feelings of safety and appreciation are important for children, it helps them to grown up. Children want to be competent; also the need for autonomy (for instance; doing things by yourself), is a basic need. These three needs are necessary for growing and development.:ZS-Z-Z f                    H  0޽h ? ̙3380___PPT10.pk' 0 H@(  X  C     @  S   @   We based our research on the theory of Stevens (a just mentioned) and Bahktin/Wertsch. We used the insights of Wertsch from the book  Voices of the mind . Wertsch derived the term voice from the work of Mikhael (RUSSISCH) Bahktin. Bahktin  s term voice involves the much more general phenomena of  the speaking personality; the speaking consciousness . Wertsch argued that human communicative and psychological processes are characterized by a dialogue of voices; when a speaker produces an utterance, at least two voices can be heard simultanously Furthermore in Bahktin s view: a speaker always invokes a social language in producing an utturance and this social language shapes what the speaker s individual voice can say. This is also the case in schools. The methodology we used was a simple way of of triangulation. Our participants in analysis have a different background; more or less they were common in their knowledge about young children. They all used the same material to analyze..                         # H  0޽h ? ̙3380___PPT10.   0 > 6  (  X  C     6   S (Q  @   tANALYSIS As I mentioned before: The whole interview was videotaped - All participants did get the same instructions We made a profound analysis of a small part of the interview Now we will start with a more interesting part of our research. First you can see a small part that we used for our analysis We did choose this part of the video, because the subject in the conversation was obvious, namely  doing things independently (here; how to change clothes for p.e. (physical education)) Second we show you some diagrams and we want to share some of our findings.R!W-~-=--;             H  0޽h ? ̙3380___PPT10.  0 J B  (  d  c $    6   s *x  @   We asked all the participants in analysing the interviewmaterial to decide in what category or categories (the categories weren t exclusive) the interventions of the teacher, doing the interview with the children, would fit best. Categories which are frequently used in analysing teacher-child communication. All the participants analysed the verbatim independently from one another. We will show you some results, based on a part of the analysed material. And again, this is the way we use these outcomes in our studenttrainingprogramme, and not as a presention of quantitative data for general researchconclusions.                H  0޽h ? ̙33 0 0d(  d  c $       s *е  @   N \This is what we found when we compared the analyses of our 5 participants on a specific part of the interview. As we see: most participants found that the teacher spent quite some time on information: especially asking for information. At least according to one of the students and one of the teacher-trainers. The teacher herself sees a balance between asking and giving information in this part of the interview. She also encourages children a lot ( go-on questions) in her own opinion , which is (only) confirmed by the other teacher-trainer and the other student. The other categories show a lot of diversity (confirmation and repeating the remarks of the children). For the last of these two categories is this a rather puzzling outcome, because repeating a remark yes or no, is not really a matter of interpretation, but quite a concrete, technical (and useful) intervention on which you would expect a high level of agreement.        &                 H  0޽h ? ̙33 0 Pd(  d  c $      s *  @   NWe asked the 5 participants also what the meaning or intentions of the remarks or behavior of the children were. Or  in other words-: what are the perspectives of the children involved, according to you as a participant in analysing? I can t show a diagram on this, but I will make a remark on these outcomes later on. What we can show you here are the results of the 5 analyses (on the same part of the verbatim as in exemple 1) about appealing on  basic needs . We asked each participant: do you think that the teacher is appealing to these needs and what are the reactions of the children on this appeal? Besides teacher-trainer A everybody agrees that the teacher makes a major appeal on  relationship in these fragments. Autonomy is an important issue here as well, certainly for teacher-trainer A, exept for student B. For her  competence is very relevant. For all the other participants competence is least relevant in this part of the interview, compared to relationship and autonomy. \                        H  0޽h ? ̙33 0 pn(  d  c $      s *M  @   X This diagram shows the impact of the teacher s appeal on each child about the sense of; Relationship; competence and autonomy.. Let me explain the initials first. B = the boy of course, G1 = the girl in green (the girl with the Velcro shoes, who places her shoe on the table in the video, she also has a problem with tying and untying a knot on her blouse), G2 = the girl in pink (she says she can help girl 3 with her shoes and she demonstrates the Velcro and she also helps girl 1 with the knot on her blouse), G3 = the girl with the white sleeve (she is busy colouring and she says that her mommy always helps with her shoes and she keeps busy with her drawing during the fragment about the knot on G1 s blouse). In these fragments the girls are interfering most, not only in saying but also in doing. The boy is involved in the situation as well, but his actions are not related to the problems brought up in the fragments; so competence or lack of competence is hardly shown probably. Girl 1 is in the centre of the action; she is not the one who is saying or doing so much but her presence is of major importance in the conversation and the action of the others. G2 on the other hand is the one who demonstrates the Velcro and the tying of the knot and is willing to help the others, but it hardly shows in the diagram. G3 is the least involved in the situation , probably that accounts for the high level on autonomy and also competence, or rather acknowledged lack of competence, like G1. Zh +                         '      H  0޽h ? ̙33"  0 "|""(  d  c $    p!  s *\  @   . I remind you of the diagram of  kinds of teacher-interventions (slide 9) and the diagram of  basic needs 1 according to the separate participants (slide 10). It would be interesting to look for options to explain the found diversities. More over as we found also a enormeous diversity in what the participants claimed to be the meaning or intentions of what children say or do (the perspectives of the children). As I said before: I don t have a diagram to show you, but it was what we noticed in that particular part of the analyses as well. . If it is that hard for teacher-trainers and researchers to agree upon outcomes of analyses, how hard will it be for students to get hold on what children are experiencing and may need in education. Explaining theory and practice is one thing, be able to really understand and use it in a proper way is another thing. And that is what we  teacher-trainers- expect from our students when they get professionally trained by us as well as others. . It is certainly true that the teacher of the children has an advantage while interviewing them; she knows them well and can use that knowledge in understanding them and the children can and should profit from that knowledge. But, like the other participants in this case- she should also be aware she brings in her own perspectives and beliefs and they may influence her  judgements . This is  even more- the case when others (f.i. the other participants) are involved in explaining what children might mean to say or do. . That also includes  reading gained data, gained - 14by students themselves and by others. I refer to the diagram on basic needs 2 (slide 11). If you don t have information about the context (f.i. all that is said and done in the given situation) it is not possible to read and certainly to interpret the outcomes in the diagram in a correct way. . In this way the quote from Susan Engel seems appropiate. Though it is a quote without a context; her complete book:  Real Kids; Creating meaning in every day life shows an interesting view on the complexity of inside in and how to get a hold on children s perspectives. \\                                       ,   H  0޽h ? ̙33! 0 :(  d  c $      s *  @   $The last remarks in our presentation. What are our plans to try to get that inside and a hold on? I ll give you two: the first one is to get inside and hold on the perspectives of the participating adults as well, because those perspectives might explain ,at least partly, the found diversity in de collected data And second: even if we would be able to retrieve the prepositions of the participants and find some or more agreement on the interpretation of the collected data, than still the acceptence or rejection of those interpretations can only be made up to the ones who provided us with the data: the teacher nd the children. Of course that is easily said and much more difficult to do, but not impossible. Well, that might be an interesting subject for another presentation and I would like to finish with another quote from Susan Engel, which fits in here:  & children are constantly making sense of what goes on around them. But what sense is to a 3-years old (or  my words- a 5 years old) however might not be the same as what is sensible to a scientist, or any other adult.  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