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Early Childhood Education and Care > About us > Transition to school > Age appropriate pedagogies > Characteristics >

Language rich and dialogic


Making conscious for both the learner and educator, the relationships between the learning purpose and processes employed and the skills and understanding these processes support.

'Language rich and dialogic' unpacked

Teachers may:

Children may:

  • model and teach the kind of language that they want children to use

  • plan for and take the time to engage in meaningful conversations with children

  • work alongside children within a range of pedagogical approaches to support the development of dialogue

  • ask questions that will cognitively challenge children and encourage them to extend their views and ideas, and open opportunities for dialogue.

  • understand the skills that are required to engage in rich classroom talk

  • engage in meaningful conversations with their peers and teacher

  • work alongside their teacher to listen actively and speak thoughtfully

  • express their thinking, learning, views and ideas.

"Dialogue is important to enable children to externalise, share and develop their thinking... the ways in which adults talk to children can influence learning, memory, understanding and the motivation to learn".

To find out more read the Age-appropriate pedagogies for the early years of schooling: Foundation paper pdf version Adobe PDF document1.3M - word version. Microsoft® Word document 88K

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This page was last reviewed on 20 Jul 2016

Read the Teacher and child behaviours unpacked to focus on behaviours that may be observable in classroom practice. PDF version Adobe PDF document216K

Characteristics unpacked

Use the Questions to support teacher reflection to assist in embedding the characteristics of age-appropriate pedagogies into planning and practice. PDF version Adobe PDF document491K

Characteristics support teacher reflection

Use the Examples of practice to see how one teacher aligned curriculum, pedagogy and assessment in her Prep classroom.

Characteristics support teacher reflection

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