Thinking skills through classroom talk among preschoolers in selected preschools in the Klang District Malaysia /
This research sought to investigate the thinking skills that emerge through classroom talk in selected preschools in the Klang district, Malaysia. This study also focused on patterns of classroom talk, types of questions and challenges faced by preschool teachers in providing opportunities for class...
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| Format: | Thesis |
| Language: | English |
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Kuala Lumpur :
Kulliyyah of Education, International Islamic University Malaysia,
2018
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| Subjects: | |
| Online Access: | http://studentrepo.iium.edu.my/handle/123456789/4264 |
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| Summary: | This research sought to investigate the thinking skills that emerge through classroom talk in selected preschools in the Klang district, Malaysia. This study also focused on patterns of classroom talk, types of questions and challenges faced by preschool teachers in providing opportunities for classroom talk to take place in Malaysian preschools. Three preschool teachers and thirty preschool children aged six years old from three government aided preschools were involved in this research. Non-probability purposive sampling was employed in this qualitative case study. The data collection method involved classroom observations using field-notes and video tape, and in-depth interviews, using an interview guide as the instrument. The findings indicated that, to a certain extent, thinking skills were encouraged in preschool classrooms which was done through the classroom talk pattern using question and answer. The pattern used included both teacher initiated and child initiated talk. Though most of the Lower Order Thinking Skills (LOTS) were apparent in the preschool classroom talk, yet Higher Order Thinking Skills (HOTS) also emerged in the findings of this study. It was also evident in this study that the type of questions asked by teachers were mostly close-ended questions and children emulate this when they conversed with their peers. The Initiation Response Feedback (IRF) pattern of talk was dominant in teacher-child talk while cumulative and disputational talks were most noticeable in child-peer talk. Despite the initiatives taken by preschool teachers to provide opportunities for children to participate in classroom talk, they faced various challenges such as, time constraint, management support and differing abilities of the children to talk and participate in activities that were organized. By highlighting the importance of classroom talk that inculcates thinking skills among preschool children in Malaysia, it helps policy makers, stakeholders as well as preschool teachers to develop ways to enhance purposeful talks among children for effective learning to take place. |
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| Physical Description: | xiv, 316 leaves : illustrations ; 30cm. |
| Bibliography: | Includes bibliographical references (leaves 255-266). |