LAUSR

Dialogic pedagogy has been explored by researchers at length in the 21st century. Focusing on the interactions between teachers and children and the underlying epistemological values that these interactions signal, a growing body of research has identified features of dialogic classrooms and conducted fine-tuned analysis of dialogic functions in classroom talk. Much of this research features classes of older primary learners. However, the foundations of dialogic pedagogy lie in early learning contexts. This article considers how teachers enact dialogic values with young learners (five- to six-year-olds) in discussions where they are invited to share their ideas in response to visual texts that provoke philosophical thinking about social responsibility and living together. The research uses linguistic ethnography to analyse the language of these interactions at macro-, meso- and micro-levels, and detailed extracts from the lessons are included to demonstrate different dialogic strategies that teachers employ. Dialogic chains of four or more turns are analysed in detail, as representative of extended interactions that move beyond simple and traditional classroom interaction structures. The findings highlight core dialogic principles of meaning-making and relating as fundamental to the success of the interactions with young children.