Child-educator's interactions at public day-cares: linguistic styles

Deborah Dornellas Ramos Nádia Maria Ribeiro Salomão About the authors

This study analyzed the child-educator interactions at public daycares, considering the educators' linguistic styles and the children's communication. The studies about the linguistic styles are relevant for adult-child interactions, especially around the age of 24 months, due to the emergency of the first short sentences. It included 6 educators and 12 children aged between 23 and 25 months, attending public daycares in João Pessoa, Paraíba. The child-educator interactions were systematically observed dyadic contexts and polyadic reading. Interactional categories were elaborated à posteriori, for data analysis. The educators used more styles associated with the promotion of language development in dyadic contexts, while the styles related to the direction and to the behavior control predominated in polyadic contexts. The analysis considered the mutual influence between communicative styles and children's level of language development, beyond the contextual aspects.

Child-educator Interaction; public daycare; child development

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