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Types of talk with young children, aged 4-5 years, within woodland free play

Gary Beauchamp Orcid Logo, Cheryl Ellis Orcid Logo, Rosy Ellis, Sandra Dumitrescu, Sian Sarwar Orcid Logo, Jacky Tyrie Orcid Logo, Chantelle Haughton

Journal of Early Childhood Research

Swansea University Author: Jacky Tyrie Orcid Logo

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DOI (Published version): 10.1177/1476718x251363722

Abstract

While classroom talk has been the subject of much research, particularly with primary aged children, the study of talk in contexts outside of the classroom and with younger children is under-researched. This study examined the child-child talk of 4–5-year-olds within the context of free play within...

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Published in: Journal of Early Childhood Research
ISSN: 1476-718X 1741-2927
Published: SAGE Publications 2025
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URI: https://cronfa.swan.ac.uk/Record/cronfa69996
Abstract: While classroom talk has been the subject of much research, particularly with primary aged children, the study of talk in contexts outside of the classroom and with younger children is under-researched. This study examined the child-child talk of 4–5-year-olds within the context of free play within a woodland setting. Free play was chosen as it presents elements of choice and autonomy within play and the opportunity for children to engage in child-led play with no, or limited, adult involvement. The children chose to wear camera glasses which recorded both speech and gaze, providing rich data without the impact of the physical presence of adults. Results showed that free play within a woodland environment encouraged more, and different, types of talk than is evident in existing studies based in the classroom. Eight categories of talk were identified: Invitational; Competitive; Imaginative; Informational; Questioning; Inquisitive; Instructional and Self-talk, as well as cumulative and disputational from previous studies of classroom talk. Young children’s use of language within this study, displayed both nuance and imagination as they used it for a range of purposes, including to build meaning with others, to instruct, to impress and to engage in imaginative play. There were also examples of co-construction of language to develop and/or extend play scenarios. Recommendations for future research include the examination of the identified categories of talk within alternative play environments and/ or within specific types of play.
Keywords: camera glasses; categories of talk; child-child talk; early years; free play; outdoors; woodlands
College: Faculty of Humanities and Social Sciences
Funders: not funded

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