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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
first_indexed 2025-07-17T16:57:40Z
last_indexed 2025-09-30T08:55:11Z
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spelling 2025-09-29T15:54:11.7647388 v2 69996 2025-07-17 Types of talk with young children, aged 4-5 years, within woodland free play c1a41159a94ed9bf45e035f6a2a2ca79 0000-0002-6419-5391 Jacky Tyrie Jacky Tyrie true false 2025-07-17 SOSS 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. Journal Article Journal of Early Childhood Research 0 SAGE Publications 1476-718X 1741-2927 camera glasses; categories of talk; child-child talk; early years; free play; outdoors; woodlands 19 9 2025 2025-09-19 10.1177/1476718x251363722 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University Another institution paid the OA fee not funded 2025-09-29T15:54:11.7647388 2025-07-17T17:46:33.2611997 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Gary Beauchamp 0000-0001-7268-5027 1 Cheryl Ellis 0000-0003-1714-7036 2 Rosy Ellis 3 Sandra Dumitrescu 4 Sian Sarwar 0000-0002-1604-4679 5 Jacky Tyrie 0000-0002-6419-5391 6 Chantelle Haughton 7 69996__35201__c2a356ccde35488ea0302c6af21649ee.pdf 69996.VoR.pdf 2025-09-29T15:51:24.7977086 Output 266013 application/pdf Version of Record true © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution 4.0 License. true eng https://creativecommons.org/licenses/by/4.0/
title Types of talk with young children, aged 4-5 years, within woodland free play
spellingShingle Types of talk with young children, aged 4-5 years, within woodland free play
Jacky Tyrie
title_short Types of talk with young children, aged 4-5 years, within woodland free play
title_full Types of talk with young children, aged 4-5 years, within woodland free play
title_fullStr Types of talk with young children, aged 4-5 years, within woodland free play
title_full_unstemmed Types of talk with young children, aged 4-5 years, within woodland free play
title_sort Types of talk with young children, aged 4-5 years, within woodland free play
author_id_str_mv c1a41159a94ed9bf45e035f6a2a2ca79
author_id_fullname_str_mv c1a41159a94ed9bf45e035f6a2a2ca79_***_Jacky Tyrie
author Jacky Tyrie
author2 Gary Beauchamp
Cheryl Ellis
Rosy Ellis
Sandra Dumitrescu
Sian Sarwar
Jacky Tyrie
Chantelle Haughton
format Journal article
container_title Journal of Early Childhood Research
container_volume 0
publishDate 2025
institution Swansea University
issn 1476-718X
1741-2927
doi_str_mv 10.1177/1476718x251363722
publisher SAGE Publications
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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description 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.
published_date 2025-09-19T05:29:40Z
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