Questioning the Pre‐School Child

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Abstract
This paper presents an analysis of the effects of different styles of teacher talk on the degrees of initiative and talkativeness shown by preschool children involved in conversation with teacher. A number of predictions drawn from previous, naturalistic, studies are tested in a quasi‐experimental design. These predictions are largely borne out by the results. This makes it possible to make confident statements about the different techniques which a teacher can use to promote or inhibit active linguistic exchanges with children. The study also involves a preliminary investigation of the relationships between changes in teaching style and the level of cognitive sophistication shown by children in dialogue. Although not conclusive, this analysis suggests that the relationships between teaching style and children's cognitive performance are similar to those relating style to children's initiative and loquacity.

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