**Author details**

#### Victorița Trif

the respondents to consuming science. The verbal statements are connected to the story from the case study. The following example is in relation to the epistemology of scientific argument: "A shocking incident was in Motru. A student throws himself on the window because of bad marks in biology." The rhetorical point of the case is related to canonical methodology providing explicit questions, using scientific tools, arguments, and adapting professional

228 New Pedagogical Challenges in the 21st Century - Contributions of Research in Education

Beyond this dual analysis—micro-level indicators (e.g., word and sentence) and macro-level indicators (structure of the case study as linguistic text)—the research offers a multiplicity of strategic level of communication: social communication, organizational communication, educational communication, philosophical communication, mathematical communication, institutionalized, and noninstitutionalized communication. The results could be linked to a diversification of theories or adapted models of meta-discourse and discourse: structure and content stories, narratives style, and their educational implications, gender and written communication, learning as a symbolic and social process, intertextuality in case study, semantic and structural constraints of educational comprehension, etc. The cross-sectional exegesis proves that there are inserted demographic variables (age, gender), risk perceptions and risk behavior, personality characteristics (emotions, moral cognition), motivations, skills, beliefs, educational constraints, persuasion, etc. In many cases, there are inserted terms that exemplify correct and incorrect interpretations of classic and contemporary theories from the fieldwork. The results reflect the various schemes of communication from different perspectives: rhetorical, sociocultural, phenomenological, sociolinguistics, semiology or semiotics, ethnography or ethnomethodology, psycholinguistics, etc. The constraints from the conceptual framework on text linguistics are considered multiple textual voices about written academic discourse. Rhetoric from the case studies was based on multidisciplinary approaches: beyond the conventions working adopted in different cultures—discourse analysis, text science, textology, text studies—the results confirm the research questions about Romanian culture of case study with a particular identity.

Most of the contradictions lead to hostility, victimhood, poverty, intergenerational differences or conflicts, suspicious gipsy versus diplomatic white persons, etc. In these terms (of synchronous and asynchronous communication paradigms), the linguistic material can provide

There are various educational ideas. Among conclusions or lessons to be learned, these must

• The study cases are expressions of the changes arising from the cultural context. In numer-

• A possible version of varied meanings of the case study take into account the idea that cases

• The longitudinal research serves as a systematic collection of Romanian insights in order to discriminate the distinctive feature of narratives. The symbolic space [4] brings together

• Because the communities create and transform meanings, the findings could be analyzed

strategic analysis of the educational phenomenon as well as a multimodal exercise.

ous educational systems, there are various learning cultures.

psychological, educational, sociological, and linguistic resources.

in terms of universal models from the literature in the fieldwork.

are inherent anomalies of the education policy.

protocols.

be expressed as follows:

Address all correspondence to: victoriatrif@yahoo.com

Faculty of Psychology and Education Studies, University of Bucharest, Bucharest, Romania

### **References**


**Chapter 13**

Provisional chapter

**Oral Communication Skills and Pedagogy**

Oral Communication Skills and Pedagogy

Conversation is the very heart of schooling and pedagogy. In early education, oral language development is particularly significant for interactions, social relationships, and friendships, and for building a sense of belonging. Educators help children develop oral language skills both directly through linguistic interaction with them and indirectly by creating an environment, which is rich in learning stimuli. This chapter aims to establish how educators manage oral language in preschool classrooms and how the implementation of specific approaches has more positive results than that of others. References are made to theoretical approaches of sociolinguistics and ethnography of communication. In this research, kindergarten teachers engage pupils in discussions on the topic of 'Tolerance'. The activities were recorded and the content analyzed according to the qualitative content analysis of speech and communication. The analysis identified constructive interventions with positive results, along with less effective ones, which proved discouraging for children. We suggest that children in early childhood construct meaning and learn in accordance with the ways

DOI: 10.5772/intechopen.70831

Keywords: oral communication, teachers' competencies, communication models,

There is no doubt that conversation in the learning process is the very heart of schooling and pedagogy. Children, in their efforts to discover and understand the world around them, continuously ask questions. Oral skills are a crucial factor for teacher-child interactions and children's development of oral language. In early education, oral language development is particularly significant for interactions, social relationships, and friendship, and for building a sense of belonging. Educators help children develop good oral language skills both directly through their language interaction with them and indirectly by creating an environment rich

> © The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and eproduction in any medium, provided the original work is properly cited.

© 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use,

distribution, and reproduction in any medium, provided the original work is properly cited.

Eleni Mousena and Trifeni Sidiropoulou

Eleni Mousena and Trifeni Sidiropoulou

http://dx.doi.org/10.5772/intechopen.70831

in which adults manage orality.

preschool curriculum

1. Introduction

Abstract

Additional information is available at the end of the chapter

Additional information is available at the end of the chapter

Provisional chapter
