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Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования "Национальный исследовательский Томский государственный университет"
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  • Pedagogical Discourse
  • Discursive Model Description
  • Discourse Of Early Childhood Education
  • Preschool Discourse
  • Communication
  • Education
  • Linguistics


The main goal of this article is investigation of the model description of an early childhood education as a type of pedagogical discourse. We understand the term ""discourse"" as a common type of verbal behavior of the subject due to the socio-historical conditions, as well as stereotypes of interpreting the components of this type of verbal behavior. We researched pedagogical discourse as a type of verbal behavior directed on the socialization of new members of the society. Pedagogical discourse has different types: discourse of early childhood education (a kindergarten), discourse of secondary education (a school), higher education discourse, and so on. The main specific feature of the discourse of early childhood education (discourse of preschool education) is an initial degree of involvement of its members in the society. The description of the main parameters of the discourse is dependent on this particularly. In this article we rely on the description model of institutional discourse developed by V. Karasik. We consider a number of parameters, which determine the specificity of verbal behavior to primary socialization: the communicative purpose of the discourse, the speech strategies, the participants of the discourse, the values, the time and space of the discourse, the coding system of the discourse and the genre content. The communicative purpose of the discourse is the transfer of the basic concepts of the world and the society. The speech strategies of pedagogical discourse in general are typical for the discourse of early childhood education: informative, estimating, controlling, imperative strategies. Types of participants of the discourse of the early childhood education are institutionalized: it is the kindergarten teacher and children of the kindergarten. The kindergarten teacher is the agent of the discourse and the children are its client. The values of the discourse of the early childhood education are related to the basic value of pedagogical discourse - the ability to adapt, to accept the information society, which allows the child to become a full member of the society. The time and space features of the discourse depend on the leading communication channel, which at the initial stage of socialization is contact communication, that is, a natural type of oral communication. The coding system of the discourse is the verbal code of communication. The genre content of the discourse includes the nuclear discourse genre, preschool classes for children as an alternative lesson in general. Thus, the discourse of early childhood education is a type of pedagogical discourse, which is characterized by the initial degree of socialization of its members.

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