Circle time in preschool as a practice for developing language support between teachers and children using the structured ELSA model

Abstract

ABSTRACT This paper focuses on how early childhood teachers developed deeper understandings of their communication support for children in everyday practice through professional learning conversations by introducing the Early Language Support Activity (ELSA) model. With this model, communication patterns were studied using a proven observation tool based on language research and developed by Dockrell et al. (2015). This protocol was used in a process of action research focused on communication patterns in circle time, which gave the early childhood teachers data to discuss and reflect on what happens in their conversations with children. The theory of practice architectures was used as a theoretical lens to understand the conditions of possibility that action research might provide for learners and leaders of professional learning .In conclusion, through changed practice architectures, participants developed awareness of themselves as educators and learned that communication with children can be supported and developed by circle time. Moreover, the interaction and communication practices among members of the teacher team were enhanced through realization of the importance of a structure in developing their communication patterns.