@article{ref1,
title="The moral implications of teacher-child discourse in early childhood classrooms",
journal="Early childhood research quarterly",
year="1996",
author="Buzzelli, Cary A.",
volume="11",
number="4",
pages="515-534",
abstract="The ways teachers engage children in discourse during teaching-learning activities have profound moral implications for children's learning and development. The goals of this article are (1) to explicate how teachers' control over classroom discourse patterns during teaching-learning activities influences the types of knowledge children create and acquire; (2) to examine the relationship between two types of teacher-child discourse commonly used in early childhood classrooms and the semiotic tools children appropriate through participation in each type of discourse; and (3) to outline the moral implications each has for children's learning and development. A framework for considering the moral implications of the ways teachers engage children in discourse during teaching-learning activities in early childhood classrooms is presented.<p />",
language="",
issn="0885-2006",
doi="10.1016/S0885-2006(96)90020-4",
url="http://dx.doi.org/10.1016/S0885-2006(96)90020-4"
}