Abstract
AbstractWhen parents talk with their children about lessons learned in school, they are participating in reminiscing of an unshared event. This study sought to understand if pedagogical documentation, from the Reggio Approach to early childhood education, would support and enhance the conversation. Mother–child dyads reminisced two separate times about preschool lessons, one time with documentation available to them and one time without. Transcripts were coded extracting variables indicative of high and low maternal reminiscing styles. Results indicate that mother and child conversation characteristics were more highly elaborative when documentation was present than when it was not. In addition, children added more information to the conversation supporting the notion that such conversations enhanced memory for lessons. Documentation could be used as a support tool for conversations and children’s memory about lessons learned in school.
Highlights
When parents talk with their children about lessons learned in school, they are participating in reminiscing of an unshared event
Children added more information to the conversation. These results suggest that conversations with documentation increase memory for lessons in school and can be used to support parent conversations with children through the use of documentation as a teaching technique in early childhood education classrooms
Results of this study suggest that documentation works to support preschool and kindergarten children’s memory
Summary
When parents talk with their children about lessons learned in school, they are participating in reminiscing of an unshared event. Bethany Fleck is an associate professor of Psychology at Metropolitan State University of Denver (MSUD) In her courses, she is committed to an active, learner-centered approach to teaching. Richmond is a full professor of Psychology at MSUD As a teacher, he believes in student-centered active learning focusing on building higher level thinking skills. This study wanted to understand if a specific teaching technique, called documentation, could be used to support the conversations children and parents have about what they learned in school. Children added more information to the conversation These results suggest that conversations with documentation increase memory for lessons in school and can be used to support parent conversations with children through the use of documentation as a teaching technique in early childhood education classrooms
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