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Education Sciences
Special Issues
Dialogic Pedagogy in Early Childhood Education
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Dialogic Pedagogy in Early Childhood Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Early Childhood Education".

Deadline for manuscript submissions: closed (15 January 2025) | Viewed by 1627

Special Issue Editors

Prof. Dr. Ian Wilkinson

E-Mail Website
Guest Editor
1. Department of Teaching and Learning, The Ohio State University, Columbus, OH, USA
2. School of Curriculum and Pedagogy, University of Auckland, Auckland, New Zealand
Interests: classroom talk; discussion; dialogue; argumentation; reading comprehension; literacy learning
Prof. Dr. Christine Edwards-Groves

E-Mail Website
Guest Editor
School of Education and Professional Studies, Griffith University, Gold Coast, QLD 4222, Australia
Interests: classroom talk and interaction; early years; dialogic pedagogies; literacy; practice theory; professional learning

Special Issue Information

Dear Colleagues,

We are pleased to announce a Special Issue dedicated to the exploration of dialogic pedagogies in early childhood settings, spanning preschool through year/grade 2. While existing research has extensively investigated discursive interactions in middle and upper primary or secondary school classrooms, relatively little is known about dialogic pedagogy—teaching and learning through, for, and as dialogue—in early childhood.

This Special Issue aims to consolidate research on classroom talk, discussion, and dialogue with a specific focus on fostering young children’s collaborative learning and thinking. We invite contributions that delve into key questions surrounding this theme, including but not limited to the following:

  • What pedagogies have been employed to facilitate dialogic interactions?
  • How can early years teachers effectively support and nurture productive talk?
  • Which classroom contexts are most conducive to productive talk?
  • What challenges do early years teachers encounter in implementing dialogic pedagogy?
  • What does the discourse look like?
  • What outcomes have been examined?
  • What is the role of dialogic pedagogies for facilitating and extending comprehension of texts, topics and tasks in early childhood classrooms?

Of particular interest are submissions that investigate the impact of dialogic pedagogy on higher-level learning outcomes, such as critical thinking, reasoning, metacognition, metatalk, metalinguistic awareness, and argumentation in young children. We welcome a variety of contributions, including empirical studies, systematic reviews (including meta-analyses), and conceptual reviews.

Prospective authors are encouraged to reach out to the guest editors before the submission deadline to assess the alignment of their work with the scope of this Special Issue. We look forward to your contributions.

Prof. Dr. Ian Wilkinson
Prof. Dr. Christine Joy Edwards-Groves
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • dialogic pedagogy
  • early childhood education
  • classroom talk
  • early years

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Published Papers (1 paper)

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Research

20 pages, 783 KiB  
Article
Building the Foundations of Dialogic Pedagogy with Five- and Six-Year-Olds
by Fiona Maine
Educ. Sci. 2025, 15(2), 251; https://doi.org/10.3390/educsci15020251 - 17 Feb 2025
Viewed by 547
Abstract
Dialogic pedagogy has been explored by researchers at length in the 21st century. Focusing on the interactions between teachers and children and the underlying epistemological values that these interactions signal, a growing body of research has identified features of dialogic classrooms and conducted [...] Read more.
Dialogic pedagogy has been explored by researchers at length in the 21st century. Focusing on the interactions between teachers and children and the underlying epistemological values that these interactions signal, a growing body of research has identified features of dialogic classrooms and conducted fine-tuned analysis of dialogic functions in classroom talk. Much of this research features classes of older primary learners. However, the foundations of dialogic pedagogy lie in early learning contexts. This article considers how teachers enact dialogic values with young learners (five- to six-year-olds) in discussions where they are invited to share their ideas in response to visual texts that provoke philosophical thinking about social responsibility and living together. The research uses linguistic ethnography to analyse the language of these interactions at macro-, meso- and micro-levels, and detailed extracts from the lessons are included to demonstrate different dialogic strategies that teachers employ. Dialogic chains of four or more turns are analysed in detail, as representative of extended interactions that move beyond simple and traditional classroom interaction structures. The findings highlight core dialogic principles of meaning-making and relating as fundamental to the success of the interactions with young children. Full article
(This article belongs to the Special Issue Dialogic Pedagogy in Early Childhood Education)
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