Dialogic Preschool Classroom Talk and Variabilities by Instructional Content: An Explanatory Sequential Mixed Methods Study

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Abstract

The present study applies a dialogic teaching lens to investigate teacher-child and child-peer talk and variabilities across contents. Data included audio-recordings from 184 children and 18 teachers in 14 preschool classrooms. Using explanatory sequential mixed methods design, findings revealed three profiles of teacher-child talk: low dialogic, moderately dialogic but not deliberative, and highly dialogic. There were three profiles of child-peer talk: low dialogic, highly dialogic but not deliberative, and highly dialogic. Teacher-child language and literacy talk tended to be low dialogic with limited participation from children. Teacher-child math talk tended to be moderately dialogic but not deliberative, where teachers focused on eliciting the correct answer. Teacher-child and child-peer science talk tended to be highly dialogic with connections to personal experiences.

Author

• Monica Lu, The Ohio State University