Dialogic classroom talk in early childhood education

Research output: PhD ThesisPhD Thesis - Research VU, graduation VUAcademic

Abstract

In the majority of classrooms, the interaction among teachers and children can still be characterized as being predominantly monologic in nature. Classroom conversations are overly teacher-steered, and mainly focused on the recitation of factual knowledge. This gives children only few opportunities to talk and think together. Conversations in which children are given space to talk, reason, listen, and think together – referred to as dialogic classroom talk - are often believed to be beneficial for children’s (language) learning and development.

This dissertation describes a study that offers insights in the concept, implementation, and effects of dialogic classroom talk in early childhood education. Results provide support for the importance of dialogic classroom talk in early childhood education. In a relatively short period of time, teachers that participated in a Professional Development Program on dialogic classroom talk were able to make their classroom conversations more dialogic. Findings suggest that classroom discussions in which children have space to talk and think together have a positive effect on children’s communicative abilities. It is argued that dialogic classroom talk is a powerful context in which (young) children, guided by a skillful teacher, learn to communicate more effectively.
Original languageEnglish
QualificationPhD
Awarding Institution
  • Vrije Universiteit Amsterdam
Supervisors/Advisors
  • van Oers, Bert, Supervisor
  • Michaels, Sarah, Co-supervisor, External person
  • van Kruistum, C.J., Co-supervisor
Award date28 Nov 2017
Print ISBNs9789462996793
Publication statusPublished - 2017

Fingerprint

childhood
Education
classroom
education
conversation
Language Development
Aptitude
teacher
Early childhood Education
Classroom Talk
Learning
only child
earning a doctorate
ability
interaction
language
learning

Keywords

  • Dialogic classroom talk
  • early childhood education
  • interaction
  • communication
  • educational research
  • sociocultural theory
  • dialogue
  • discussion
  • teacher professional development

Cite this

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title = "Dialogic classroom talk in early childhood education",
abstract = "In the majority of classrooms, the interaction among teachers and children can still be characterized as being predominantly monologic in nature. Classroom conversations are overly teacher-steered, and mainly focused on the recitation of factual knowledge. This gives children only few opportunities to talk and think together. Conversations in which children are given space to talk, reason, listen, and think together – referred to as dialogic classroom talk - are often believed to be beneficial for children’s (language) learning and development.This dissertation describes a study that offers insights in the concept, implementation, and effects of dialogic classroom talk in early childhood education. Results provide support for the importance of dialogic classroom talk in early childhood education. In a relatively short period of time, teachers that participated in a Professional Development Program on dialogic classroom talk were able to make their classroom conversations more dialogic. Findings suggest that classroom discussions in which children have space to talk and think together have a positive effect on children’s communicative abilities. It is argued that dialogic classroom talk is a powerful context in which (young) children, guided by a skillful teacher, learn to communicate more effectively.",
keywords = "Dialogic classroom talk, early childhood education, interaction, communication, educational research, sociocultural theory, dialogue, discussion, teacher professional development",
author = "{van der Veen}, M.",
year = "2017",
language = "English",
isbn = "9789462996793",
school = "Vrije Universiteit Amsterdam",

}

van der Veen, M 2017, 'Dialogic classroom talk in early childhood education', PhD, Vrije Universiteit Amsterdam.

Dialogic classroom talk in early childhood education. / van der Veen, M.

2017. 226 p.

Research output: PhD ThesisPhD Thesis - Research VU, graduation VUAcademic

TY - THES

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Y1 - 2017

N2 - In the majority of classrooms, the interaction among teachers and children can still be characterized as being predominantly monologic in nature. Classroom conversations are overly teacher-steered, and mainly focused on the recitation of factual knowledge. This gives children only few opportunities to talk and think together. Conversations in which children are given space to talk, reason, listen, and think together – referred to as dialogic classroom talk - are often believed to be beneficial for children’s (language) learning and development.This dissertation describes a study that offers insights in the concept, implementation, and effects of dialogic classroom talk in early childhood education. Results provide support for the importance of dialogic classroom talk in early childhood education. In a relatively short period of time, teachers that participated in a Professional Development Program on dialogic classroom talk were able to make their classroom conversations more dialogic. Findings suggest that classroom discussions in which children have space to talk and think together have a positive effect on children’s communicative abilities. It is argued that dialogic classroom talk is a powerful context in which (young) children, guided by a skillful teacher, learn to communicate more effectively.

AB - In the majority of classrooms, the interaction among teachers and children can still be characterized as being predominantly monologic in nature. Classroom conversations are overly teacher-steered, and mainly focused on the recitation of factual knowledge. This gives children only few opportunities to talk and think together. Conversations in which children are given space to talk, reason, listen, and think together – referred to as dialogic classroom talk - are often believed to be beneficial for children’s (language) learning and development.This dissertation describes a study that offers insights in the concept, implementation, and effects of dialogic classroom talk in early childhood education. Results provide support for the importance of dialogic classroom talk in early childhood education. In a relatively short period of time, teachers that participated in a Professional Development Program on dialogic classroom talk were able to make their classroom conversations more dialogic. Findings suggest that classroom discussions in which children have space to talk and think together have a positive effect on children’s communicative abilities. It is argued that dialogic classroom talk is a powerful context in which (young) children, guided by a skillful teacher, learn to communicate more effectively.

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KW - discussion

KW - teacher professional development

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