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Taking a Dialogic Stance in Interaction with the Youngest Children – Supporting Concept Learning and Emergent Science

https://doi.org/10.2139/ssrn.4605586
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Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1007/s11165-022-10053-xopenalex-extracted
Science Concept Formation During Infancy, Toddlerhood, and Early Childhood: Developing a Scientific Motive Over Time
inferredcites →https://doi.org/10.1007/s12124-014-9292-0openalex-extracted
Going Forward Through the World: Thinking Theoretically About First Person Perspective Digital Ethnography
inferredcites →https://doi.org/10.1007/s13158-012-0078-6openalex-extracted
Contextual and Conceptual Intersubjectivity and Opportunities for Emergent Science Knowledge About Sound
inferredcites →https://doi.org/10.1016/j.tate.2022.103687openalex-extracted
How to support young children's interest development during exploratory natural science activities in outdoor environments
inferredcites →https://doi.org/10.1075/impact.3openalex-extracted
Approaching Dialogue
inferredcites →https://doi.org/10.1080/03004430.2016.1189419openalex-extracted
Language learning in preschool children: an embodied learning account
inferredcites →https://doi.org/10.1080/09500693.2020.1812011openalex-extracted
Book talks as an approach to nature of science teaching in early childhood education
inferredcites →https://doi.org/10.4135/9781473915480.n40openalex-extracted
Five Misunderstandings About Case-Study Research
inferredcites →https://doi.org/10.4324/9781003340362-13openalex-extracted
Experience and Education
inferredcites →https://doi.org/10.58680/rte201526870openalex-extracted
Dialogic Teaching and Dialogic Stance: Moving beyond Interactional Form
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