TCHE2684 Interaction Analysis | Assignment Help
Interaction Analysis Video 1
Interaction Transcript/Running Record
Key:
T = Teacher
C = Clementine/Clemmy (4 years old)
G = George (4 years old)
T: [(Scraping yellow paint out on table) + Hey you like vanilla? + Who are you?
C: Clemmy! (Looks assertively at T)
T: Clemmy + got my children mixed up + there you go + swish it]
C: (swishing yellow paint on the table) + (lean forward enthusiastically) + Swish, swish, yayyy!
T: (getting engaged into the swishing act with a roaring sound) + Arrrhhhh, green, gold, is this what the athletes wear? Green and gold? + (making patterns with fingers on the table)
G: (watch T)
C: (busy swishing) + (doesn’t look up) + yes, this thing… oh wow…
T: Are you making yours smooth?
C: I’m trying to mix colours, let’s put them together + (busy swishing green and yellow paint together)
T: [Okay!
C: He can’t…
T: Stop mixing…
C: (making excited sounds) + woooo oooo
G: Maybe we need just more green in it, we need more colours, right? + (pause the swishing action to reflect)
T: Oh! Would you like me to add the red and the blue now? + (walk across to get new colours)
G: yes, it is… + (busy swishing colours)
C: yaaaaa + (engaged in looking at her fingers full of colours) + (rubbing fingers to feel the texture of colours)
G: yaaaaa + (looks at C) + (looks at his fingers full of colours)
T: (indistinct) + me?
G & C: (looks at T as she walks up with new colours)
G: Yes… + (watches T coming over and placing red and blue colour containers on the table)
T: (tries to pour red colour out with the brush) + Arrrrhhhh… ready? Oh this one’s really sloppy, it should come out really good + (pours it on the table)]
G & C: (0.2) + (watch T as she drops red on green)
G: Ah, yes! + (starts swishing the red colour)
T: (keeps scraping out more red from the container)
C: (looks on) + Ah yes!
C: (0.2) + Get some! + (starts swishing red colour)
T: (0.1) + (keeps red colour container aside) + (picks up the blue colour) + and, am about to put the blue in + (pours out blue colours on the table)
G & C: (looks intently at new colour dropping on the table)
C: (0.3) + (laughs) J
G: [(bends down to look at blue colour coming out) + (amused) + (laughs, makes funny sound) J
T: (indistinct) + is it coming out? + (shakes container to help paint flow out of it)
C: Nooo
G: (looks on)
T: It’s just taking a little time + (indistinct) + put very much blue in the container, so… + (scrapes out blue with a brush)
G: (looks on)
C: (feels/checks out colour on her fingers)
T: Here you go!
G & C: (promptly engages in swishing the new colour on the table) + (makes excited sounds ‘arrrhhhhhh’)]
Critical analysis of the interactions
The two kids Clementine and George seem to be thoroughly engaged in the finger painting activity and they also seem to be very excited throughout the entire session. They observe, they respond, they interact and they also express opinions – all of which are extremely beneficial in early childhood learning settings which aim to develop children’s identity, their sense of wellbeing, their communication, and which also encourage the confident and involved learners towards more participation and contribution to the community (Australia Government, 2009).
Both Clementine and George interact with the teacher and among themselves as they finger paint on the table. The teacher kept engaging them in talks, asking questions. This is an effective pedagogical practice as dialogues with teachers help foster language and vocabulary development, just as much as they help children pursue a conceptual understanding of the activity (Mercer, 2000). The teacher intentionally led George and Clementine into thick conversations, which are conversations that allow children a lot of scope to communicate, imagine and have back-and-forth exchanges (US Department of Education, 2015). Instead of saying “Let me get the red and blue colours now”, she asked “would you like me to add the red and the blue now?” emphasizing on the names of colours every time. Also, referring to the combination of green and yellow colour, she framed questions like “is this what the athletes wear?” Not only does this provoke a response, but it also allows the children to think, reflect and create associations of colours to objects and situations. She referred to yellow as “gold”, which again fosters imagination and parallel thinking.
The teacher used words like “smooth” and “sloppy” during the activity. This is another strategy towards language and vocabulary development, so that children can associate words with concepts. When children hear words in specific and meaningful contexts, the association between the word and its meaning gets consolidated (Wasik & Iannone-Campbell, 2012). So, the teacher emphasized “smooth” when Clementine was swishing the paint all over the board and emphasized on “sloppy” when liquid paint was pouring out of the container.
Emphasizing on colour names during the finger painting activity, which is an open-ended, process-focused play (Bongiorno, 2014), the teacher basically tries to enhance the children’s colour concepts and recognition abilities. George and Clementine both observe the teacher when she makes animated, excited sounds while making patterns on the board. The teacher makes patterns on the paints herself and encourages them to ‘swish’ it. The children imitated that; finger painting does facilitate imitation and response (Basa, Sutarto & Setiawan, 2020). The children also imitated the teacher’s expression of excitement with sounds like “arhhhhh”. Encouraging them to finger paint (teacher asking them to “swish it”) is also a way of stimulating their motor, as well as sensory skills, because through finger painting they can exercise their finger, hand and shoulder muscles and can also see and feel the textures of different colours on their hand (Basa, Sutarto & Setiawan, 2020). Clementine was often seen enjoying the colours on her fingers and George loved exercising his little finger muscles so much that he asked for more colours.
These interactions achieve almost all the five learning outcomes of the EYLF, but primarily the following:
- Children have a strong sense of identity
- Children have a strong sense of wellbeing
- Children are effective communicators
Interaction Analysis Video 2
Interaction Transcript/Running Record
Key:
T = Teacher
G1 = Girl with white hat
G2 = Girl with red hat
B1 = Boy with grey hat
B2 = Boy with red hat
D = Daniel
T: [(rocking boat) + ohhh, here we gooo! + (full of excitement) + ohhhhhhh, hold onnnn + (rock boat) + ohh noooo!
(Children chatter in excitement)
G1: (turns back to T) + (eye contact with T) + this river is way bumpy
T: (nods in agreement) + this river is really bumpy, we’re not out in the sea, are we? We’re in the rivers + (looks out of boat) + yeah
G2: Yeah + (looks out of boat)
T: Oh, oh, oh, look! Over there… + (pointing towards something outside the boat)
(Children turn towards where T is pointing)
T: See the big mermaid or is it a dolphin? + (pretends to assess the spotted object in the river)
G2 & D: Dolphin + (smiles)
G1: (smiles)
D: (looks on amused)
T: Oh wow…
D: (excitedly) + (pointing outside the boat on another side) + I see a shark over there + (smiles)
T: (leaning forward to attend to D attentively) + you saw… + (sitting up and drawing attention of other children) + Oh look! Daniel saw a shark over that side + (pointing to the other side) + Wooooo + (rocks the boat)
(Children chatter in excitement) J
T: (looks backwards) + (turns forward)
(D jumps out of boat and runs away playfully.)
T: (0.5) Oh, stop, because someone jumping out…oh no! ouuuuuu! He fell in the water + (pretends to worry) + oh, goodness me! He’s gone. Let’s go, keep going. + (rocks the boat) + Are we nearly there?
G2: Yeah + (turns the steering wheel of the boat with more vigour) + (smile)
T: Not seeing anything girls?
G2: Oh yeah! + (looks out of the boat)
T: What? + (looks at G2 curiously)
G2: (turns back towards T) + A crocodile
T: (gapes) + A….gooo + sshhhhhh + (signalling to be silent with finger on the lips) + we don’t want the crocodile hearing us. Sshhhhhh, keep going quietly + (looks at the other children sitting at the back of the boat)
(B2 comes and climbs into the boat again)
B2: (looks at T)
T: (turns towards D) + Oh, there’s another passenger coming in. Have we gone past the crocodile?
B1: Yeah + (smile) + (amused look) J
T: Oh, thank goodness for me. + (rocks the boat with renewed vigour) + let’s go + ayoooonnnnn + (makes animated sound)
G2: (repeats after T) ayoooonnnnn
T: Let’s go!
Critical analysis of the interactions
This interaction between the teacher and the children is heavy on thick conversations, prompting a lot of responses, imagination and back-and-forth exchanges through the pretend-play of a boat ride in a river, with a spirit of adventure. Here, the teacher generously uses most of the effective conversation strategies to initiate dialogues, such as questioning, extension, recasting, introducing new words, allowing time to think and reflect, making eye contact, etc. (Boyd, 2014).
She asks questions like “Not seeing anything girls?” or “Have we gone past the crocodile?” to facilitate conversation and cognitive abilities like imagination, information processing. Also, open-ended questions like these have been found to enhance language development in children (Páez, Bock, & Pizzo, 2011). She employs the extension strategy when G2 expressed having seen a crocodile and she extended the thinking further by starting to whisper pretending to beat the crocodile hearing them. She uses the recasting strategy when G1 mentions the river bumpy and she emphasises not being out in the sea, but in the river (usually seas are associated with the word ‘bumpy’ due to its waves). She uses words like “mermaid” and “passenger” to enhance vocabulary. As Harris, Golinkoff and Hirsh-Pasek (2011) found, vocabulary is best formed in children when new words are introduced in a meaningful theme or context. When she asked questions or expressed ideas, she allowed time for the children to respond, which is why the children’s responses do not have much overlap with the teacher’s speech. She is also always seen making eye-contact while talking to the children. Eye-contact is a powerful, non-verbal strategy used in early childhood pedagogical practices that generates a strong, intuitive connection between teachers and students (Barati, 2015).
Another important aspect of this interaction is the teacher’s substantial efforts at dramatizing the pretend play. She is creating a thorough atmosphere of adventure by maintaining to rock the boat periodically and give the children a real-life experience of a bumpy river ride. She helps children think/imagine if they spotted a mermaid or a dolphin (given mermaids are not generally found in rivers); she expresses wonder when Daniel spots an imaginary shark on the other side; she expresses shock when Daniel “jumps out” of the boat into the river and immediately asks the girls to stop the boat; she expresses caution (whispering) when G2 spots a crocodile; she expresses relief when G2 confirms that they have gone past the crocodile; and she also makes animated sounds like “ayooonnn” to instil an environment of fun and adventure. G2 immediately imitates the teacher, validating the research that children have an acute propensity to imitate adults even when those actions have no functional goal. In pretend play, such imitations serve to develop a cumulative culture (Nielsen, 2012).
Intense dramatizations, such as in this video, are very effective in fostering social and emotional skills, whereby children learn to cooperate, share responsibility and empathise (Scholastic Parents, n.d.). So when Daniel jumps out of the boat, the teacher generates empathy by saying “stop” and “he fell in the water”. She drove the idea that we need to stop when somebody is in trouble. Dramatizations also help develop language skills (creating a lot of need to interact) and cognitive thinking skills (imagining, reasoning, paying attention).
The interactions in this activity achieve the following learning outcomes of the EYLF:
- Children are connected with and contribute to their world
- Children are effective communicators
- Children have a strong sense of wellbeing
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