Observations of teachers' use of language during circle time in preschool classrooms

Preschool teachers implement language practices as both audible and visible during circle time through various sources and group activities. How teaching potentials may be elicited through the use of language is the teachers' challenge. To discover preschool teachers' language patterns, purpose of use of language, as well as the factors influencing circle time activity planning, a small-scale naturalistic qualitative case study was designed and conducted in three preschool classrooms serving children ages 2 through 4 at a university laboratory preschool.;Three preschool teachers were interviewed and audio-taped to disclose their language teaching practices regarding the purpose of use of language, factors on circle time activity planning, and pedagogical beliefs. The teachers were observed and audio taped for the explorations of their language patterns. Observational protocols and field notes were employed to collect data throughout these seven weeks of research.;The observations of teachers' use of language during circle time revealed eleven categories of language patterns, including: (1) warming up, (2) asking divergent questions, (3) book reading, (4) presenting concepts about print (CAP), (5) singing, (6) repetitions, (7) positive communications, (8) developmentally appropriate practice (DAP), (9) modeling language behaviors, (10) vocabulary mapping, and (11) non-verbal communications. The teachers reported that their purposes of use of language were to: (1) provide visual and hands-on language experiences, (2) increase vocabulary words, (3) enhance expressive and receptive language skills, (4) expand thinking, and (5) know about children. The teachers ascribed the factors influencing circle time activity planning to: (1) children's interest, (2) children's attention span, (3) developmentally appropriate practice (DAP), (4) planning, and (5) special events. Implications have been drawn for preschool teachers and parents.