Dialogic classroom talk in early childhood education: The effect on language skills and social competence

The first purpose of the present study was to examine effect dialogic classroom talk on children's language skills (i.e. oral communicative competence and receptive vocabulary knowledge). second this type social theory mind acceptance). A total 17 teachers 311 children (aged 4–7 years) participated in study. Eight an 8-week intervention directed at talk. Multilevel analyses revealed that had a significant competence. No effects were found knowledge, mind, acceptance. results indicate is beneficial for Further research required order investigate how might affect knowledge as well.