Oral language development, including the development of oral language skills, is paramount in the early childhood years. In many early childhood classrooms, teachers utilize interactive read aloud as the main instructional practice for helping children develop oral language and teaching oral language skills. Research related to oral language in early childhood largely focused on interactive read aloud and oral language skills such as vocabulary or semiotics. However, interactive read aloud is only one portion of the school day. Therefore, this study sought to answer a question related to learning opportunities related to oral language skills and development in other portions of the school day such as artmaking experiences. Specifically, this study examined (1) the characteristics of children's artmaking conversations including the use of sophisticated conversation and (2) teacher's preparation and actions, including discourse moves, which influenced artmaking conversations.To answer these questions, I conducted an instrumental case study using discourse analysis to analyze children's artmaking conversations. I observed preschool students, recording their conversations during artmaking experiences. I analyzed their conversations using discourse analysis techniques to identify the characteristics of their conversations including when and how they engaged in conversation. I also examined when and how sophisticated vocabulary or language emerged. Additionally, I examined the actions and discourse the lead teacher engaged in which led to sophisticated conversation. Students engaged in deep, meaningful conversations when discussing their art processes and products, as well as the academic or social/emotional content represented in their art. This study's findings contribute to the field of early childhood literacy by describing how children use oral language to learn and to build social relationships beyond the interactive read aloud. This study has significance for early childhood teacher practice in that it shows the importance of scaffolding children's oral language throughout the school day and by engaging them in meaningful conversations throughout the school day. Specifically, this study recommends that practitioners shift away from only teaching oral language during interactive read aloud, to viewing oral language skills and development as important in every portion of the school day. This study has implications for teacher preparation as well. Findings from this study call for a shift in the way that young children are viewed, highlighting the importance of understanding that young children are capable and thoughtful people with abilities and interests of their own. In addition, the findings of this study call for a shift in the way teachers understand the teaching and scaffolding of oral language development and skills.
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