Taking a dialogic stance in interaction with the youngest children – Supporting concept learning and child agency

Abstract

This article explores a conversation between a student teacher (ST) and a three-year-old child using conversation analysis. Through analysis and interpretation, the article describes and discusses the importance of the adult taking a dialogic stance to support concept learning and child agency, even when the child's verbal participation is initially limited. The research question is: How can adults support the concept learning and agency of young children through dialogue when the verbal contributions of the children are limited? The analysis shows that the ST takes a dialogic stance by sharing the child's interest in the slug while taking facilitative actions, such as questions and invitations to child agency, and minimal responses and repetitions that confirm and enhance child agency. She supports concept learning by providing information and using scientific words in a situation where the child is engaged and interested. The ST and child thus take turns leading the conversation which results in an engaging learning situation, and the analysis shows how the child's agency evolves from a silent interest to a loud expression of knowledge.