Volume 81, Issue 1
  • ISSN 0169-7420
  • E-ISSN: 2213-4883
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This paper describes a pilot-study that explores situated learning at kindergarten. By whole-class shared book reading, children get to know several participation frame-works, in which they gradually learn to participate during a longitudinal reading-aloud program. Using qualitative conversation analytic methods, this paper shows how children explore these different frameworks. One framework is described in more detail, because it demonstrates the development children go through by learning to participate in this discussion frame. As can be seen by the interactions that take place within the discussion frame, children gradually learn to use exploratory talk: children jointly construct knowledge, which enables them to practice and develop ways of reasoning with language. This pilot-study shows that further analysis of the creation of participation frameworks during whole-class book reading and the interactions that take place within these frameworks is likely to give more insight into the evolving processes of learning and development.


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  • Article Type: Research Article
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