Session Information
14 SES 14, Dialogic Literary Gatherings: Improving Learning and Transforming the Interactions in the Community
Symposium
Contribution
This paper presents the analysis of the DLG implementation in early years education with 3 to 5 year olds in a Spanish urban school located in a very deprived neighbourhood. Family and community members, teachers and children read together versions of the classics adapted to the early years. Each child chooses an idea and by taking turns explains their selection. Children share reflections on topics such as friendship, solidarity and emotions (i.e. happiness, sadness, etc.) The data collected over two years in a longitudinal study show that the DLG in childhood education contributed to accelerating literacy and communicative skills, as well as social and emotional development. In this context where the illiteracy rates of the population are around the 25% and those with very basic education about 50%, all the children who attended kindergarten are reading without difficulties by 5 years, learning to listen and to empathize with others, promoting solidarity among peers at very early ages. Due to the influence that early childhood education has on later stages this action may have an important impact on the prevention of violence (Pulido and Zepa, 2010) and school failure (Fram, Kim and Sinha, 2012).
Method
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.