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

Abstract

AbstractQuality 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.