在幼儿课堂上发展手势:从展示和给予到指点

IF 2.7 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL
Irene Guevara, Cintia Rodríguez, María Núñez
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引用次数: 0

摘要

关于手势发展的研究大多集中在家庭环境中。人们对其他相关环境(如学前班)中的早期交际发展知之甚少。这些环境中有丰富多样的教育情境、对象和交流伙伴,与亲子互动形成鲜明对比,补充了我们对手势发展的理解。本研究旨在描述幼儿学校婴幼儿课堂中最初手势的发展情况,重点关注展示和给予等表面性手势--它们的出现、交流功能以及与随后出现的指向的关系。我们对 21 名幼儿(7-13 个月)的手势进行了纵向观察分析。在 7 个月的时间里,我们观察并记录了儿童在课堂上的日常互动,采用定量和定性相结合的方法分析了他们手势的类型和功能。我们发现,随着年龄的增长,手势的类型和功能有了明显的增加和多样化。手势的发展经历了一个由近及远的过程。最密集的手势是最早出现也是最普遍的手势。这些手势的出现频率之间存在着相关性,其中的扩张性手势具有后来在指向性手势中观察到的交流功能。我们的定性分析揭示出,口型手势逐渐形成了自发的、复杂的和常规的交流形式。这些结果凸显了表层手势在早期交际发展中的重要作用,为通过指向进行远距离交际铺平了道路,并与有意交际的起源有关。更广泛地说,这些发现对早期教育实践具有重要意义,并显示了对早期教育发展过程进行研究的价值。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Developing gestures in the infant classroom: from showing and giving to pointing

Developing gestures in the infant classroom: from showing and giving to pointing

Research on gesture development has mostly focused on home environments. Little is known about early communicative development in other relevant contexts, such as early-year-schools. These settings, rich in diverse educative situations, objects, and communicative partners, provide a contrast to parent–child interactions, complementing our understanding of gesture development. This study aims to describe the development of the first gestures in the infant classrooms of early-years-schools, focusing on ostensive gestures of showing and giving—their emergence, communicative functions, and relation to the subsequent emergence of pointing. We conducted a longitudinal, observational investigation analyzing the gestures of 21 children (7–13 months). Over 7 months, we observed and registered children’s daily interactions in the classroom, employing a mixed quantitative and qualitative approach to analyze the types and functions of their gestures. We found a significant increase and diversification of gesture types and functions with age. Gestures followed a proximal–distal developmental course. Ostensive gestures were the earliest and most prevalent gestures observed. There was a correlation between the frequency of these gestures, with ostensive gestures fulfilling communicative functions later observed in pointing. Our qualitative analysis revealed the progressive construction of ostensive gestures into spontaneous, complex, and conventional forms of communication. These results highlight the important role of ostensive gestures in early communicative development, paving the way for distal communication through pointing and relating to the origin of intentional communication. More broadly, these findings have significant implications for early educational practices and show the value of conducting research on developmental processes in early education.

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来源期刊
CiteScore
6.30
自引率
3.30%
发文量
63
期刊介绍: The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.
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