The study analyzes the conversational exchanges through which child tutors mediate literacy abilities and knowledge to young children, in the framework of the project “From Child to Child: a Tutor-Child Literacy Program,” that is being... more
The study analyzes the conversational exchanges through which child tutors mediate literacy abilities and knowledge to young children, in the framework of the project “From Child to Child: a Tutor-Child Literacy Program,” that is being carrying out in Buenos Aires, Argentina. The analysis considers the conversational moves deployed by both participants in the dyad, as well as the relationship between the tutor and the tutee. Likewise, it takes into account longitudinal variations in the interactions that were registered between the first tutoring sessions and the tutoring sessions that occurred after one year of the program. The tutoring sessions were video-taped and the different types of conversational moves deployed by the tutor and tutee were analyzed using a system of categories especially developed. Subsequently, the distribution of the categories of the tutee and tutor’s interactional moves in the corpus was analyzed quantitatively. Results show significant longitudinal differences in the quantity of conversational moves: the tutors and the tutees increased their participation in the performance of the activities. Indeed, the results demonstrate an increase in all of the conversational moves that the tutors utilize to promote the learning of the younger children.
In this paper, a model is tested for its adequacy to describe and evaluate argumentative strategies in 3, 4 and 5-year old children in a kindergarten context. The data consist of the observation of children’s interactions in natural play... more
In this paper, a model is tested for its adequacy to describe and evaluate argumentative strategies in 3, 4 and 5-year old children in a kindergarten context. The data consist of the observation of children’s interactions in natural play settings in kindergartens in Buenos Aires city. The results show that the proposed model is valid for institutional contexts. Furthermore, the analysis reveals that children mainly produce statements of argumentative opposition without using structured arguments (reason-conclusion), which could be a characteristic of a proto-argumentative phase. It also shows that among 5-year olds the ad populum argumentative scheme is used recurrently. Key Words: Key Words: Argumentation, children, opposition, play, points of view.
