Preschool teachers’ talk, roles, and activity settings during free play

Abstract

The purpose of the study was to describe teachers’ involvement in activity settings, their roles, and their talk during free play time. Forty teachers and assistant teachers from 22 Head Start classrooms in two midwestern Head Start programs were audiotaped during free play time. Audiotapes were transcribed and coded. Results revealed that teachers were most often in the role of play enhancer/playmate and stage manager. They spent the most time in constructive and manipulative activity settings. Their talk focused most often on statements supporting play with objects, practical/personal assistance, and questions supporting play with objects. There was evidence that teachers modified their role by activity setting and modified their talk by role and activity setting. Teachers exhibiting different patterns of involvement in roles and activity settings were found to differ in how they talked to children.