Explaining teacher–student interactions in early childhood: An interpersonal theoretical approach

2011 ◽  
Vol 32 (1) ◽  
pp. 34-43 ◽  
Author(s):  
Jochem Thijs ◽  
Helma Koomen ◽  
Debora Roorda ◽  
Judith ten Hagen
Keyword(s):  
Early Childhood ◽  
Theoretical Approach ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions

scholarly journals PRATIQUES D’ENSEIGNEMENT SCIENTIFIQUE À LA PETITE ENFANCE / SCIENCE TEACHING PRACTICES IN EARLY CHILDHOOD EDUCATION

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Zebun Arun
Keyword(s):  
Early Childhood ◽  
Theoretical Frameworks ◽  
Student Interactions ◽  
Early Childhood Science ◽  
Teacher Student ◽  
Early Childhood Science Education ◽  
International Trends ◽  
Petite Enfance ◽  
Teacher Student Interactions ◽  
Science Teaching Practices

<p>Cet article aborde la question des cadres théoriques des interactions enseignant-élèves pour l'enseignement des sciences physiques et naturelles à l’éducation scientifique pour la petite enfance. Après avoir identifié les tendances internationales en matière d'initiation des jeunes enfants aux sciences, nous présentons quelques approches clés qui étudient cette perspective. Dans ces approches, la question des postures des enseignants et de l'équilibre des relations entre les pratiques de médiation et de tutelle est éclairée sous différents angles.</p><p> </p><p>This article addresses the question of the theoretical frameworks of teacher-student interactions for the teaching of physical and natural sciences in early childhood science education. After identifying international trends in early childhood science literacy, we present some key approaches that explore this perspective. In these approaches, the question of teachers' postures and the balance of relations between mediation and tutelage practices is illuminated from different angles.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0884/a.php" alt="Hit counter" /></p>

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