Dialogue and Interaction in Early Childhood Education: A Systematic Review

Rocío García-Carrión, Lourdes Villardón-Gallego


There is solid evidence that high quality Early Childhood Education (ECE hereafter) have substantial impact on later life outcomes. A growing literature suggests that interventions that develop social competency as well as cognitive, language and academic skills in the earliest years play a role in later educational, social and economic success. Less is known about the most conducive interactions -verbal and non-verbal- underpinning such pedagogical practices in early childhood education. This article aims at reviewing the last decade’s early childhood education with a twofold objective: (a) to describe how dialogue and interaction take place in high-quality early childhood education settings; (b) to identify the effects, if any, on children’s learning and development as a result of implementing dialogue-based interventions in ECE. The studies were identified through systematic search of electronic databases and analyzed accordingly. Several types of interactions given in high quality ECE programs and its short and long-term effects are discerned in this review.


early childhood education, dialogue, interaction, learning outcomes

Full Text:


DOI: http://dx.doi.org/10.17583/remie.2016.1919

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

REMIE - Multidisciplinary Journal of Educational Research | ISSN: 2014-2862

Depósito Legal: B.34290-2012 | http://remie.hipatiapress.com | remie@hipatiapress.com