Dialogic classroom talk in early childhood education: The effect on language skills and social competence

被引：15

作者：

van der Wilt, Femke ^{[1
]}

Bouwer, Renske ^{[1
]}

van der Veen, Chiel ^{[1
]}

机构：

[1] Vrije Univ Amsterdam, Van Der Boechorststr 7, NL-1081 BT Amsterdam, Netherlands

来源：

LEARNING AND INSTRUCTION | 2022年 / 77卷

关键词：

Dialogic classroom talk; Early childhood education; Social competence; Oral communicative competence; Language skills; YOUNG-CHILDREN; MIND; PRESCHOOL; ASSOCIATIONS; REPLICATION; AGGRESSION; TEACHERS; STUDENTS; CLIMATE; QUALITY;

D O I：

10.1016/j.learninstruc.2021.101522

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The first purpose of the present study was to examine the effect of dialogic classroom talk on children's language skills (i.e. oral communicative competence and receptive vocabulary knowledge). The second purpose was to examine the effect of this type of classroom talk on children's social competence (i.e. theory of mind and social acceptance). A total of 17 teachers and 311 children (aged 4-7 years) participated in this study. Eight teachers participated in an 8-week intervention directed at dialogic classroom talk. Multilevel analyses revealed that the intervention had a significant effect on children's oral communicative competence. No significant effects were found on children's receptive vocabulary knowledge, theory of mind, and social acceptance. The results of this study indicate that dialogic classroom talk is beneficial for children's oral communicative competence. Further research is required in order to investigate how dialogic classroom talk might affect receptive vocabulary knowledge and social competence as well.

引用

页数：10

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