Inferential talk during teacher–child interactions in small-group play

This study examined teachers’ questions and children's responses during a play-based activity implemented in small groups within preschool classrooms. The first aim of this study was to describe teachers’ questions in terms of four levels of abstraction (i.e., a continuum of literal to inferential questions) and children's responses to these questions. The second aim was to examine the relations between teachers’ questions and children's responses using sequential analyses, to include children's level of abstraction and mean length of utterance (MLU). Participants were 39 teachers and up to six children from their preschool classroom. We found that teachers’ questions made up an average of 25% of their talk to children during play, and were relatively balanced between literal and inferential questions. Furthermore, significant sequential associations were found between the level of abstraction of teachers’ questions and the level of abstraction of children's responses (e.g., teachers’ inferential questions tended to elicit children's inferential responses). Finally, we found that teachers’ inferential questions were not related to children's MLU; that is, teachers’ more abstract questions did not elicit longer utterances from children. These findings suggest that play is a valuable context in which teachers may promote children's use of inferential language.

► We examine teachers’ questions and preschoolers’ responses during play. ► We examine teachers’ questions based on four levels of abstraction. ► We examine children's responses based on level of abstraction and MLU. ► Sequential analyses show relations between teachers’ and children's abstract talk. ► No relation found between teachers’ abstract talk and children's MLU.