Abstract
The purpose of this study is to focus on interactionally developed explanations in everyday conversations as important pedagogical contexts. The research question is: How do teachers invite children to participate in co-constructions of explanations in everyday conversations and what may children learn from this? Learning to explain represents an important part of children's discourse learning and gives them experience with how to construct an understanding of events and phenomena. The study was carried out by video-observations of everyday conversations between teachers and children aged from three to five years. All the explanations in this study were carried out in everyday contexts and in situations where the teachers and children voluntary engaged themselves in shared activities. The findings showed that the teachers seemed satisfied with whatever answer a child gave and did not elaborate on their answers.
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