Teacher verbal interaction as support for children’s oral language development: contributions from an integrative systematic review
A interação verbal dos professores como apoio ao desenvolvimento da linguagem oral das crianças: contribuições de uma revisão sistemática integrativa
Palavras-chave:
Oral language development, Verbal interaction, Orality, Early childhood education, Systematic reviewResumo
Originating from an ongoing doctoral research, this article aims to analyze, through a systematic review, studies that investigated teachers’ verbal interaction as support for the development of children’s oral language. The purpose was to understand how the literature describes and interprets the role of teachers in verbal interaction with children. An integrative systematic review methodology was used, with searches conducted in national and international electronic databases for publications between 2012 and 2022. Access to the databases took place from October 13, 2021, to August 16, 2022. The PRISMA group’s recommended flowchart was used for the systematization of the findings. The search strategies resulted in thirty-eight scientific productions dedicated to children’s oral language, of which twelve investigated verbal interaction as support for the development of oral language in children. We conclude that teachers’ verbal interaction is fundamental to developing children’s orality. It is recommended that these conclusions guide future research and pedagogical innovations.
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