Use of dialogic language in the shared reading of children’s literature and the creation of joint histories: Contributions of historical-cultural educational psychology to children’s narrative awareness

Abstract

Dialogic language in the shared reading of children’s literature and in the creation of joint stories is a means of essential communicative interaction to promote the development of children’s narrative and learning. The aim of this research is to analyze how the use of dialogic language influences the shared reading of children’s literature and the creation of joint stories between an adult and a preschool child of 4 years. A single case study was conducted under a qualitative methodology of a longitudinal nature. We used the formative method proposed by Vygotsky in which we analyzed the genesis of the narrative awareness and how the child uses it in his actions. In addition, it was analyzed how the adult creates the necessary conditions for the development of the zone of potential development of the narrative in the child. The results show that the use of dialogic language allows learning about the other, their intentions and some aspects of human relationships such as courage or the need for protection. Finally, the article presents a reflection on the importance of the creation of joint stories in early childhood.