Conversation and learning in early childhood education: what works best for children’s cognitive development and how to improve pupil engagement?

References

• Afflerbach, P., and C. Harrison. 2017. “What is Engagement, How is it Different From Motivation, and How Can I Promote it?” Journal of Adolescent & Adult Literacy 61 (2): 217–220. doi:10.1002/jaal.679.
   Web of Science ®Google Scholar
• Amindon, E. J., and E. Hunter. 1966. Improving Teaching: The Analysis of Classroom Verbal Interaction. Holt: Rinehart and Winston.
   Google Scholar
• Bae, B. 2012. “Children and Teachers as Partners in Communication: Focus on Spacious and Narrow Interactional Patterns.” International Journal of Early Childhood 44 (1): 53–69.
   Google Scholar
• Balwant, P. T. 2018. “The Meaning of Student Engagement and Disengagement in the Classroom Context: Lessons From Organisational Behaviour.” Journal of Further and Higher Education 42 (3): 389–401. doi:10.1080/0309877X.2017.1281887.
   Web of Science ®Google Scholar
• Baraldi, C. 2016. “La facilitazione della partecipazione in classi scolastiche: le azioni di formulazione.” Studi di Sociologia 4 (4): 331–350.
   Google Scholar
• Bonaiuti, G. 2014. Le strategie didattiche. Roma: Carocci ed.
   Google Scholar
• Bonnéry, S. 2015. “Supports pédagogiques et inégalités scolaires. Études sociologiques”. Cahiers Pedagogiques, ISSN 0008-042X, A. 70. N°. 522: 70-71.
   Google Scholar
• Cabell, S. Q., L. M. Justice, A. S. McGinty, J. DeCoster, and L. D. Forston. 2015. “Teacher–Child Conversations in Preschool Classrooms: Contributions to Children's Vocabulary Development.” Early Childhood Research Quarterly 30: 80–92. doi:10.1016/j.ecresq.2014.09.004.
   Web of Science ®Google Scholar
• Cagliari, P., P. Moss, M. Castagnetti, C. Giudici, C. Rinaldi, and V. Vecchi. 2016. Loris Malaguzzi and the Schools of Reggio Emilia: A Selection of his Writings and Speeches, 1945-1993. London: Routledge.
   Google Scholar
• Cardarello, R. 1995. Libri e bambini. La prima formazione del lettore. Firenze: La Nuova Italia.
   Google Scholar
• Cardarello, R. 1999. “La Conduzione Della Classe.” In Manuale della scuola dell'obbligo: l'insegnante ei suoi contesti, edited by F. Zambelli, G. Cherubini, F. Zambelli, and G. Cherubini, 189–216. Milano: FrancoAngeli.
   Google Scholar
• Cardarello, R. 2006. “Una Ricerca per L’educazione: la Convergenza Possibile di Istanze Conoscitive ed Operative. Discussione del Saggio di L. Lumbelli.” In Fare ricerca in pedagogia, edited by Saggi per Egle Becchi, 61–71. Milano: Franco Angeli.
   Google Scholar
• Cardarello, R. 2016. Il cappellino verde. Infanzia, creatività e scuola. Roma: Anicia.
   Google Scholar
• Cekaite, A., S. Blum-Kulka, V. Grøver, and E. Teubal. 2014. Children's Peer Talk: Learning From Each Other. Cambridge: Cambridge University Press.
   Google Scholar
• Clark, R. C. 2000. “Four Architectures of Instruction.” Performance Improvement 39 (10): 31–38.
   Google Scholar
• Cochran-Smith, M. 1986. “Reading to Children: A Model for Understanding Texts.” The Acquisition of Literacy: Ethnographic Perspectives 21: 35–54.
   Google Scholar
• Curti, A. 1989. Un giorno in città. I mestieri. Fabbri: Milano.
   Google Scholar
• De Landsheere, G. 1974. Come si insegna. Analisi delle interazioni verbali in classe. Teramo: Giunti &Lisciani Editori.
   Google Scholar
• Del Carlo, S. 2012. Bella Becca. Leggere prima di leggere. Parma: Ed Junior.
   Google Scholar
• Department for Education. 2012. Statutory Framework for the Early Years Foundation Stage: Setting the Standards for Learning, Development and Care for Children from Birth to Five. Edited by Department for Education UK. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/596629/EYFS_STATUTORY_FRAMEWORK_2017.pdf.
   Google Scholar
• Department for Education. 2017. Early Years Foundation Stage Statutory Framework DFE-00169-2017 https://www.gov.uk/early-years-foundation-stage.
   Google Scholar
• Dickinson, D. K., and L. Caswell. 2007. “Building Support for Language and Early Literacy in Preschool Classrooms Through In-service Professional Development: Effects of the Literacy Environment Enrichment Program.” Early Childhood Research Quarterly 22 (2): 243–260.
   Web of Science ®Google Scholar
• Dickinson, D. K., and M. W. Smith. 1991. “Preschool Talk: Patterns of Teacher-Child Interaction In Early Childhood Classrooms.” Journal of Research in Childhood Education 6 (1): 20–29. doi:10.1080/02568549109594819.
   Google Scholar
• Dickinson, D. K., and M. W. Smith. 1994. “Long-term Effects of Preschool Teachers’ Book Readings on Low-Income Children's Vocabulary and Story Comprehension.” Reading Research Quarterly, 105–122. doi:10.2307/747807.
   Web of Science ®Google Scholar
• Dovigo, F. 2016. “Argumentation in Preschool: a Common Ground for Collaborative Learning in Early Childhood.” European Early Childhood Education Research Journal 24 (6): 818–840. doi:10.1080/1350293X.2016.1239327.
   Web of Science ®Google Scholar
• ELINET. (European Literacy Policy Network) European Framework of Good Practice http://www.eli-net.eu/fileadmin/ELINET/Redaktion/user_upload/EuropeanFramework_of_Good_Practice1.pdf.
   Google Scholar
• Fele, G. 2007. L’analisi Della Conversazione. Bologna: Il Mulino.
   Google Scholar
• Flanders, N. A. 1968. “Interaction Analysis and Inservice Training.” The Journal of Experimental Education 37 (1): 126–133. doi:10.1080/00220973.1968.11011099.
   Web of Science ®Google Scholar
• Fondazione San Carlo. 2014. Filosofare – filosofia con i bambini. Percorsi, esperienze, strumenti per la pratica educativa. Bologna Bazzano Valsamoggia: Artebambini.
   Google Scholar
• Galatolo, R., and G. Pallotti. 1999. La conversazione: un'introduzione allo studio dell'interazione verbale. Milano: Raffaello Cortina.
   Google Scholar
• Gillies, R. M. 2016. “Dialogic Interactions in the Cooperative Classroom.” International Journal of Educational Research 76: 178–189. doi:10.1016/j.ijer.2015.02.009.
   Web of Science ®Google Scholar
• Groccia, J. E. 2018. “What Is Student Engagement?” New Directions for Teaching and Learning 154: 11–20.
   Google Scholar
• Hammond, J. 2001. Scaffolding: Teaching and Learning in Language and Literacy Education. Newtown: Edited by Primary English Teaching Assoc. Australia. ERIC Number: ED456447.
   Google Scholar
• Hansen, J. E., and M. Alvestad. 2018. “Educational Language Practices Described by Preschool Teachers in Norwegian Kindergartens.” European Early Childhood Education Research Journal 26 (1): 128–141. doi:10.1080/1350293X.2018.1412052.
   Web of Science ®Google Scholar
• Harper, L. V., and K. S. McCluskey. 2003. “Teacher–Child and Child–Child Interactions in Inclusive Preschool Settings: Do Adults Inhibit Peer Interactions?” Early Childhood Research Quarterly 18 (2): 163–184. doi:10.1016/S0885-2006(03)00025-5.
   Web of Science ®Google Scholar
• Hellermann, J. 2003. “The Interactive Work of Prosody in the IRF Exchange: Teacher Repetition in Feedback Moves.” Language in Society 32 (1): 79–104. Cambridge: Cambridge University Press. doi:10.1017/S0047404503321049.
   Web of Science ®Google Scholar
• Jalongo, M. R., B. S. Fennimore, J. Pattnaik, D. M. Laverick, J. Brewster, and M. Mutuku. 2004. “Blended Perspectives: A Global Vision for High-Quality Early Childhood Education.” Early Childhood Education Journal 32 (3): 143–155.
   Google Scholar
• Litman, C., and C. Greenleaf. 2018. “Argumentation Tasks in Secondary English Language Arts, History, and Science: Variations in Instructional Focus and Inquiry Space.” Reading Research Quarterly 53 (1): 107–126. doi:10.1002/rrq.187.
   Web of Science ®Google Scholar
• Lumbelli, L. 1981. Comunicazione non autoritaria. Come rinunciare al ruolo in modo costruttivo. Suggerimenti rogersiani. Milano: Franco Angeli.
   Google Scholar
• Massey, S. L. 2004. “Teacher–Child Conversation in the Preschool Classroom.” Early Childhood Education Journal 31 (4): 227–231. doi:10.1023/B:ECEJ.0000024113.69141.23.
   Google Scholar
• Matthaei B. and A. Zaplatel. 2001 I Plonsters. Amburgo: Studio Force Entertainment.
   Google Scholar
• Mercer, N., R. Wegerif, and L. Dawes. 1999. “Children's Talk and the Development of Reasoning in the Classroom.” British Educational Research Journal 25 (1): 95–111. doi:10.1080/0141192990250107.
   Google Scholar
• Ministero dell’Istruzione, dell’Università e della Ricerca. 2012. “Indicazioni Nazionali per il Curricolo della Scuola dell’Infanzia e del primo ciclo di istruzione.” Annali della pubblica Istruzione, anno LXXXVIII, Firenze: Le Monnier http://www.indicazioninazionali.it/wp-content/uploads/2018/08/Indicazioni_Annali_Definitivo.pdf.
   Google Scholar
• Ministry of Education and Research. 2011. “Framework Plan for the Content and Task of Kindergartens” Oslo: Edited by the Norwegian Ministry of Education and Research.
   Google Scholar
• Molinari, L., C. Mameli, and A. Gnisci. 2013. “A Sequential Analysis of Classroom Discourse in Italian Primary Schools: The Many Faces of the IRF Pattern.” British Journal of Educational Psychology 83 (3): 414–430. doi:10.1111/j.2044-8279.2012.02071.x.
   PubMed Web of Science ®Google Scholar
• Monaco, C., and C. Pontecorvo. 2014. “Explanatory Discourse and Historical Reasoning”, in Children’s Peer Talk: Learning From Each Other, Edited by A. Cekaite, S. Blum- Kulka, V. Grover, and E. Teubal, 87-106. Cambridge: Cambridge University Press.
   Google Scholar
• Nelson, K. 2014. “What, When and How do Children Learn From Talking with Peers?” In Children’s Peer Talk: Learning From Each Other, edited by A. Cekaite, S. Blum- Kulka, V. Grover, and E. Teubal, 237–250. Cambridge: Cambridge University Press.
   Google Scholar
• Nicolopoulou, A., C. Brockmeyer, C. De Sà, and H. Ilgaz. 2014. “Narrative Performance, Peer Group Culture, and Narrative Development in a Preschool Classroom.” In Children’s Peer Talk: Learning From Each Other, edited by A. Cekaite, S. Blum- Kulka, V. Grover, and E. Teubal, 42–62. Cambridge: Cambridge University Press.
   Google Scholar
• OECD. 2006. Starting Strong II: Early Childhood Education and Care, Edited by OECD. Paris: OECD.
   Google Scholar
• OECD. 2014. TALIS 2013 Results: An International Perspective on Teaching and Learning. TALIS, Paris: OECD. doi: 10.1787/9789264196261-en
   Google Scholar
• Orsolini, M., and C. Pontecorvo. 1992. “Children's Talk in Classroom Discussions.” Cognition and Instruction 9 (2): 113–136. doi:10.1207/s1532690xci0902_2.
   Web of Science ®Google Scholar
• Pentimonti, J. M., and L. M. Justice. 2010. “Teachers’ Use of Scaffolding Strategies During Read Alouds in the Preschool Classroom.” Early Childhood Education Journal 37 (4): 241–248. doi:10.1007/s10643-009-0348-6.
   Google Scholar
• Pentucci, M. 2018. I formati pedagogici nelle pratiche degli insegnanti. Milano: Franco Angeli.
   Google Scholar
• Pontecorvo, C., A. M. Ajello, and C. Zucchermaglio. 2004. Discutendo si impara. Interazione sociale e conoscenza a scuola. Roma: Carocci.
   Google Scholar
• Rinaldi, C. 1999. I Processi di apprendimento dei bambini tra soggetività ed intersoggettività. Edited by Centro di Documentazione e Ricerca Educativa Nidi e Scuole dell'Infanzia Comune di Reggio Emilia., (8) – may. Reggio Emilia: Comune di Reggio Emilia.
   Google Scholar
• Rinaldi, C. 2006. In Dialogue with Reggio Emilia. London: Routledge.
   Google Scholar
• Scott, C.L. 2015. The Futures of Learning 3: What Kind of Pedagogies for the 21st Century? Edited by UNESCO: Education Research and Foresight, December. https://unesdoc.unesco.org/ark:/48223/pf0000243126
   Google Scholar
• Sharan, Y., and S. Sharan S. 1998. Gli alunni fanno ricerca. L’apprendimento in gruppi cooperativi. Trento: Ed. Erickson.
   Google Scholar
• Sinclair, J., and R. M. Coulthard. 1975. Towards an Analysis of Discourse. The English Used by Teachers and Pupils. Oxford: Oxford University Press.
   Google Scholar
• Soter, A. O., I. A. Wilkinson, P. K. Murphy, L. Rudge, K. Reninger, and M. Edwards. 2008. “What the Discourse Tells Us: Talk and Indicators of High-Level Comprehension.” International Journal of Educational Research 47 (6): 372–391. doi:10.1016/j.ijer.2009.01.001.
   Google Scholar
• van der Veen, C., L. de Mey, C. van Kruistum, and B. van Oers. 2017. “The Effect of Productive Classroom Talk and Metacommunication on Young Children’s Oral Communicative Competence and Subject Matter Knowledge: An Intervention Study in Early Childhood Education.” Learning and Instruction 48: 14–22. doi:10.1016/j.learninstruc.2016.06.00.
   Web of Science ®Google Scholar
• van der Veen, C., C. van Kruistum, and S. Michaels. 2015. “Productive Classroom Dialogue as an Activity of Shared Thinking and Communicating: A Commentary on Marsal.” Mind, Culture, and Activity 22 (4): 320–325. doi:10.1080/10749039.2015.1071398.
   Web of Science ®Google Scholar
• Veyrunes, P. 2011. Formats pédagogiques et configuration de l'activité collective à l'école primaire (Doctoral dissertation, Université Toulouse le Mirail-Toulouse II)”. https://tel.archives-ouvertes.fr/tel-00656079/document (ver. 01/12/2017).
   Google Scholar
• Wells, G. 1993. “Reevaluating the IRF Sequence: A Proposal for the Articulation of Theories of Activity and Discourse for the Analysis of Teaching and Learning in the Classroom.” Linguistics and Education 5 (1): 1–37.
   Google Scholar
• Wells, G., and R. M. Arauz. 2006. “Dialogue in the Classroom.” The Journal of the Learning Sciences 15 (3): 379–428.
   Web of Science ®Google Scholar
• Whitehurst, G. J., F. L. Falco, C. J. Lonigan, J. E. Fischel, B. D. De Baryshe, M. C. Valdez-Menchaca, M. Caufield, et al. 1988. “Accelerating Language Development Through Picture Book Reading.” Developmental Phychology 24 (4): 552–559.
   Web of Science ®Google Scholar
• Wood, D., J. S. Bruner, and G. Ross. 1976. “The Role of Tutoring in Problem Solving.” Journal of Child Psychology and Psychiatry 17 (2): 89–100. Pergamon Press, Nottingham, Oxford and Harvard Universities. doi:10.1111/j.1469-7610.1976.tb00381.x.
   PubMed Web of Science ®Google Scholar