Early childhood teachers' beliefs about and self-reported practices toward children's private speech.

摘要

Children from two to about seven years old, can often be observed engaging in "private speech"---speech spoken to oneself for communication, self-guidance, and self-regulation of behavior (Vygotsky, 1934/1986; Winsler, Diaz, & Montero, 1997). Although it is audible, it is neither intended for nor directed at others (Piaget, 1959, White & Manning, 1994). Researchers have found that private speech can influence the child's task performance and achievement (Azmitia, 1992; Bivens & Berk, 1990). It has been suggested that teacher beliefs are an important part of how teachers conceptualize their practice (Deal, 2000; Fang, 1996). The research questions that guided the current study were: How aware are teachers of children's private speech? What are teachers' beliefs about private speech? and How are teachers' beliefs manifested in the practices (as reported by the teachers) they adopt toward private speech?; Thirteen early childhood teachers participated in this qualitative interview study. Each teacher was asked about her awareness, beliefs, and practices toward the private speech children engage in their classrooms. In general, all of the teachers who participated in this study indicated some awareness of children engaging in private speech in their classrooms. However, an age-related trend was noted, with kindergarten teachers being more aware of private speech than first grade teachers, and first grade teachers being more aware of partially internalized private speech than kindergarten teachers.; Teachers' beliefs reflected previous research findings that children's developmental, proficiency, and frustration or confidence levels impact a child's use of private speech. The teachers also indicated a belief that children's private speech can distract others, including other children seated near them and the teacher.; Most of the teachers stated that they generally ignore and, on occasion, encourage children's private speech in their classrooms unless they believe it is disturbing other children. However, the teachers noted that if they find the private speech distracting to them or other children, they will discourage it.; Further research on the impact of private speech on others, as well as ethnographic studies of encouraging environments is suggested.