Improvisation: An analytic tool for examining teacher-child interactions in the early childhood classroom

TY - JOUR

T1 - Improvisation

T2 - An analytic tool for examining teacher-child interactions in the early childhood classroom

AU - Lobman, Carrie L.

PY - 2006

Y1 - 2006

N2 - This article explores the use of improvisation (improv) as a lens for viewing and describing teacher-child interactions. The author describes the relationship between the principles of improv and the characteristics of responsive teaching, and how improv can be used as a lens for seeing relational activity. The author hypothesizes that improv would provide a valuable tool for understanding and describing what is happening between teachers and children. An in-depth case study was conducted of an experienced early childhood teacher in a play-based classroom. Analysis was done using both the codes derived from the teacher-child interaction literature and improv theory. Improv analysis offered a nuanced picture of what early childhood teachers are doing in practice. The findings revealed that using improv provides a lens for seeing teacher-child interactions as an ensemble activity and what the teacher is doing in terms of its usefulness to the activity. While this study focused on a single teacher in one classroom, the findings demonstrate the potential of an improv lens for developing and deepening our understanding of early childhood teaching.

AB - This article explores the use of improvisation (improv) as a lens for viewing and describing teacher-child interactions. The author describes the relationship between the principles of improv and the characteristics of responsive teaching, and how improv can be used as a lens for seeing relational activity. The author hypothesizes that improv would provide a valuable tool for understanding and describing what is happening between teachers and children. An in-depth case study was conducted of an experienced early childhood teacher in a play-based classroom. Analysis was done using both the codes derived from the teacher-child interaction literature and improv theory. Improv analysis offered a nuanced picture of what early childhood teachers are doing in practice. The findings revealed that using improv provides a lens for seeing teacher-child interactions as an ensemble activity and what the teacher is doing in terms of its usefulness to the activity. While this study focused on a single teacher in one classroom, the findings demonstrate the potential of an improv lens for developing and deepening our understanding of early childhood teaching.

KW - Classroom

KW - Improvisation

KW - Teacher-child interaction

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U2 - https://doi.org/10.1016/j.ecresq.2006.09.004

DO - https://doi.org/10.1016/j.ecresq.2006.09.004

M3 - Article

SN - 0885-2006

VL - 21

SP - 455

EP - 470

JO - Early Childhood Research Quarterly

JF - Early Childhood Research Quarterly

IS - 4

ER -