Promoting high-quality interactions among early childhood education minority students: a case study of dialogic literary gatherings

Quality dialogue and interactions in the classroom are crucial for creating effective learning environments and reducing inequalities from an early age. Dialogic reading interventions are known to be beneficial in early childhood education, but there is still much to learn about creating the most co...

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Detalles Bibliográficos
Autores: Girbés Peco, Sandra, Tellado, Itxaso, López de Aguileta Jaussi, Garazi, Botton, Lena de
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2024
País:España
Institución:Universidad de Barcelona
Repositorio:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/213005
Acceso en línea:https://hdl.handle.net/2445/213005
Access Level:acceso abierto
Palabra clave:Tertúlies
Anàlisi del diàleg
Societats literàries
Minories lingüístiques
Tertulias
Dialogue analysis
Literary societies
Linguistic minorities
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spelling Promoting high-quality interactions among early childhood education minority students: a case study of dialogic literary gatheringsGirbés Peco, SandraTellado, ItxasoLópez de Aguileta Jaussi, GaraziBotton, Lena deTertúliesAnàlisi del diàlegSocietats literàriesMinories lingüístiquesTertuliasDialogue analysisLiterary societiesLinguistic minoritiesQuality dialogue and interactions in the classroom are crucial for creating effective learning environments and reducing inequalities from an early age. Dialogic reading interventions are known to be beneficial in early childhood education, but there is still much to learn about creating the most conducive interactions in the classroom. This article focuses on dialogic literary gatherings (DLGs), a successful educational action that introduces classic literature to children. DLGs create a learning context where rich interactions emerge from an egalitarian dialogue, valuing all contributions regardless of the person's position in making inferences. The study analysed instructional, emotional and social interactions in DLGs in an early childhood classroom in a disadvantaged Spanish neighbourhood, using a communicative research methodology. Findings show that DLGs facilitate high-quality interactions between teachers and students and among students. The pre-school teacher used DLGs to stretch the learning and thinking of participating 4- and 5-year-old students, promoting self-regulation and prosocial behaviours. DLGs can play a vital role in creating a more equitable and stimulating learning environment in early childhood educationJohn Wiley & Sons2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfhttps://hdl.handle.net/2445/213005Articles publicats en revistes (Sociologia)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésReproducció del document publicat a: https://doi.org/10.1111/lit.12354Literacy, 2024, vol. 58, num.2, p. 228-239https://doi.org/10.1111/lit.12354(c) The United Kingdom Literacy Association, 2024http://creativecommons.org/licenses/by-nc-nd/3.0/es/info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/2130052026-05-27T06:46:51Z
dc.title.none.fl_str_mv Promoting high-quality interactions among early childhood education minority students: a case study of dialogic literary gatherings
title Promoting high-quality interactions among early childhood education minority students: a case study of dialogic literary gatherings
spellingShingle Promoting high-quality interactions among early childhood education minority students: a case study of dialogic literary gatherings
Girbés Peco, Sandra
Tertúlies
Anàlisi del diàleg
Societats literàries
Minories lingüístiques
Tertulias
Dialogue analysis
Literary societies
Linguistic minorities
title_short Promoting high-quality interactions among early childhood education minority students: a case study of dialogic literary gatherings
title_full Promoting high-quality interactions among early childhood education minority students: a case study of dialogic literary gatherings
title_fullStr Promoting high-quality interactions among early childhood education minority students: a case study of dialogic literary gatherings
title_full_unstemmed Promoting high-quality interactions among early childhood education minority students: a case study of dialogic literary gatherings
title_sort Promoting high-quality interactions among early childhood education minority students: a case study of dialogic literary gatherings
dc.creator.none.fl_str_mv Girbés Peco, Sandra
Tellado, Itxaso
López de Aguileta Jaussi, Garazi
Botton, Lena de
author Girbés Peco, Sandra
author_facet Girbés Peco, Sandra
Tellado, Itxaso
López de Aguileta Jaussi, Garazi
Botton, Lena de
author_role author
author2 Tellado, Itxaso
López de Aguileta Jaussi, Garazi
Botton, Lena de
author2_role author
author
author
dc.subject.none.fl_str_mv Tertúlies
Anàlisi del diàleg
Societats literàries
Minories lingüístiques
Tertulias
Dialogue analysis
Literary societies
Linguistic minorities
topic Tertúlies
Anàlisi del diàleg
Societats literàries
Minories lingüístiques
Tertulias
Dialogue analysis
Literary societies
Linguistic minorities
description Quality dialogue and interactions in the classroom are crucial for creating effective learning environments and reducing inequalities from an early age. Dialogic reading interventions are known to be beneficial in early childhood education, but there is still much to learn about creating the most conducive interactions in the classroom. This article focuses on dialogic literary gatherings (DLGs), a successful educational action that introduces classic literature to children. DLGs create a learning context where rich interactions emerge from an egalitarian dialogue, valuing all contributions regardless of the person's position in making inferences. The study analysed instructional, emotional and social interactions in DLGs in an early childhood classroom in a disadvantaged Spanish neighbourhood, using a communicative research methodology. Findings show that DLGs facilitate high-quality interactions between teachers and students and among students. The pre-school teacher used DLGs to stretch the learning and thinking of participating 4- and 5-year-old students, promoting self-regulation and prosocial behaviours. DLGs can play a vital role in creating a more equitable and stimulating learning environment in early childhood education
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/213005
url https://hdl.handle.net/2445/213005
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.1111/lit.12354
Literacy, 2024, vol. 58, num.2, p. 228-239
https://doi.org/10.1111/lit.12354
dc.rights.none.fl_str_mv (c) The United Kingdom Literacy Association, 2024
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv (c) The United Kingdom Literacy Association, 2024
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv John Wiley & Sons
publisher.none.fl_str_mv John Wiley & Sons
dc.source.none.fl_str_mv Articles publicats en revistes (Sociologia)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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