Leerzame Gesprekken?: Interacties met kleuters tijdens voorleessessies

Kindergarten teachers who are talking with their nursery children during picture book reading about social and emotional themes, speak about the experiences and emotions of book characters, but also about the feelings of the children themselves. In both contexts the teachers tend to structure the interaction in a classical IRE frame, using highly projective elicitations as first pair parts and evaluations in the third sequential positions. This kind of elicitations and evaluations are not restrained to the knowledge domain, but are extended to the domains of children's experiences and feelings. The children prove to react very much according to the sequential projections of the teachers. So their answers do not so much reflect content learning as the learning of anaspect of the educational discourse, namely the participation framework that is expected in class.