A multimodal discourse analysis of teacher discourse practices in early childhood STEM activities

Abstract

Abstract This study investigates how a kindergarten teacher in Mainland China used multimodal discourse to support children’s problem-solving during STEM activities. A qualitative case study was conducted, combining systemic functional linguistics and grounded theory to analyze interactions between the teacher and 4–5-year-old children during a science-based construction task. Four discourse modalities were identified: spoken, non-spoken, instrumental, and technological. These were used with strategies such as manipulation, comparison, and linking to realize different discourse functions across the stages. The analysis identified four instructional stages: problem identification, problem expansion and solution, problem delivery, and problem representation. At each stage, specific modality-strategy combinations supported ideational, interpersonal, or textual functions. For instance, instrumental and embodied modalities helped children manipulate materials and connect experiences, fostering conceptual understanding. In the problem representation stage, structured language and tools guided children in organizing their inquiry outcomes. Interpersonal meanings were co-constructed through encouragement and shared control of talk. The findings show that coordinated use of multiple modalities can enhance children’s engagement and learning during STEM inquiry. However, reliance on question-answer routines sometimes limited deeper reasoning. This study offers practical implications for early childhood teachers in designing effective multimodal interaction in STEM settings.