The aims of the present study were to design and implement an intervention focused on dialogic classroom talk in early childhood education and to evaluate what it may contribute to children's oral communicative competence. Together with four teachers we developed and implemented an ecologically valid intervention that supports teachers to use several dialogic talk moves. We evaluated our intervention using a one-group pretest-posttest design. Discourse analysis of pre- and post-observations of classroom talk revealed that teachers used more dialogic talk moves over the course of our intervention. Pre- and post-tests of children's (N = 92) oral communicative competence indicated that our intervention significantly relates to an increase of children's communicative competence. Furthermore, analysis of pre- and post-observations of classroom talk showed an increase in the use of key linguistic features of oral communicative competence in the participating children. Although the set-up of the studies does not permit propositions about causal relationships, the results of this study show that dialogic classroom talk can be promoted even in early childhood education, and give reasons to suppose that further studies may show that this might be beneficial for children's oral communicative competence.

本研究的目的是设计和实施一项针对幼儿教育中对话式课堂谈话的干预措施，并评估其可能对儿童口语交际能力的贡献。我们与四位老师一起制定并实施了一项对生态有效的干预措施，以支持教师使用多种对话方式。我们使用一组前测后测设计来评估我们的干预措施。课堂演讲前后观察的话语分析表明，在我们进行干预的过程中，教师使用了更多的对话演讲动作。儿童（N = 92）口头交际能力表明，我们的干预与孩子的交际能力的提高显着相关。此外，对课堂演讲前后观察的分析表明，参与的儿童对口语交际能力关键语言功能的使用有所增加。尽管研究的设置不允许因果关系的主张，但这项研究的结果表明，即使在儿童早期教育中，也可以促进对话式课堂对话，并且有理由认为，进一步的研究可能表明这可能是有益的提高儿童的口头交际能力。