UITNODIGING - Vrije Universiteit Amsterdam Cover_back.pdf · UITNODIGING Graag nodig ik u uit voor...

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VU Research Portal Dialogic classroom talk in early childhood education van der Veen, M. 2017 document version Publisher's PDF, also known as Version of record Link to publication in VU Research Portal citation for published version (APA) van der Veen, M. (2017). Dialogic classroom talk in early childhood education. http://www.publicatie- online.nl/publicaties/c-v-d-veen General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. E-mail address: [email protected] Download date: 03. Feb. 2021

Transcript of UITNODIGING - Vrije Universiteit Amsterdam Cover_back.pdf · UITNODIGING Graag nodig ik u uit voor...

Page 1: UITNODIGING - Vrije Universiteit Amsterdam Cover_back.pdf · UITNODIGING Graag nodig ik u uit voor het bijwonen van de openbare verdediging van mijn proefschrift De verdediging vindt

VU Research Portal

Dialogic classroom talk in early childhood education

van der Veen, M.

2017

document versionPublisher's PDF, also known as Version of record

Link to publication in VU Research Portal

citation for published version (APA)van der Veen, M. (2017). Dialogic classroom talk in early childhood education. http://www.publicatie-online.nl/publicaties/c-v-d-veen

General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.

• Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ?

Take down policyIf you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediatelyand investigate your claim.

E-mail address:[email protected]

Download date: 03. Feb. 2021

Page 2: UITNODIGING - Vrije Universiteit Amsterdam Cover_back.pdf · UITNODIGING Graag nodig ik u uit voor het bijwonen van de openbare verdediging van mijn proefschrift De verdediging vindt

Dialogic classroom talk in early childhood education C

hiel van der Veen

In the majority of classrooms, the interaction among teachers and children can still be characterized as being predominantly monologic in nature. Classroom conversations are overly teacher-steered, and mainly focused on the recitation of factual knowledge. This gives children only few opportunities to talk and think together. Conversations in which children are given space to talk, reason, listen, and think together – referred to as dialogic classroom talk - are often believed to be beneficial for children’s (language) learning and development.

This dissertation describes a study that offers insights in the concept, implementation, and effects of dialogic classroom talk in early childhood education. Results provide support for the importance of dialogic classroom talk in early childhood education. In a relatively short period of time, teachers that participated in a Professional Development Program on dialogic classroom talk were able to make their classroom conversations more dialogic. Findings suggest that classroom discussions in which children have space to talk and think together have a positive effect on children’s communicative abilities. It is argued that dialogic classroom talk is a powerful context in which (young) children, guided by a skillful teacher, learn to communicate more effectively.

Chiel van der Veen

UITNODIGING Graag nodig ik u uit voor het bijwonen van de

openbare verdediging van mijn proefschrift

De verdediging vindt plaats op

dinsdag 28 november 2017

om 13.45 uur

in de aula van de Vrije Universiteit,

De Boelelaan 1105, 1081 HV Amsterdam

Na afloop is er een receptie ter plaatse.

Chiel van der Veen

[email protected]

06-16472400

Paranimfen

Sander van Nieuwamerongen

Jan Willen Vonk

[email protected]

Dialogic classroom talk in early childhood education C

hiel van der Veen

In the majority of classrooms, the interaction among teachers and children can still be characterized as being predominantly monologic in nature. Classroom conversations are overly teacher-steered, and mainly focused on the recitation of factual knowledge. This gives children only few opportunities to talk and think together. Conversations in which children are given space to talk, reason, listen, and think together – referred to as dialogic classroom talk - are often believed to be beneficial for children’s (language) learning and development.

This dissertation describes a study that offers insights in the concept, implementation, and effects of dialogic classroom talk in early childhood education. Results provide support for the importance of dialogic classroom talk in early childhood education. In a relatively short period of time, teachers that participated in a Professional Development Program on dialogic classroom talk were able to make their classroom conversations more dialogic. Findings suggest that classroom discussions in which children have space to talk and think together have a positive effect on children’s communicative abilities. It is argued that dialogic classroom talk is a powerful context in which (young) children, guided by a skillful teacher, learn to communicate more effectively.

Chiel van der Veen

UITNODIGING Graag nodig ik u uit voor het bijwonen van de

openbare verdediging van mijn proefschrift

De verdediging vindt plaats op

dinsdag 28 november 2017

om 13.45 uur

in de aula van de Vrije Universiteit,

De Boelelaan 1105, 1081 HV Amsterdam

Na afloop is er een receptie ter plaatse.

Chiel van der Veen

[email protected]

06-16472400

Paranimfen

Sander van Nieuwamerongen

Jan Willen Vonk

[email protected]