Part of the EYFS Glossary
This article forms part of our EYFS Glossary of Early Years Education Terms, which explains key curriculum, pedagogy, and assessment language used in early years practice.
Dialogic Talk refers to purposeful, two-way communication between adults and children that supports thinking, understanding, and language development through shared discussion and interaction.
What is Dialogic Talk?
Dialogic talk describes interactions where both adults and children actively contribute to a shared conversation. Rather than one person leading or directing the exchange, participants respond to each other’s ideas, building understanding together.
In early years contexts, dialogic talk supports children in expressing their thoughts, exploring ideas, and developing language through meaningful interaction.
Characteristics of Dialogic Talk
Dialogic talk typically involves:
two-way communication between adult and child
shared exploration of ideas
listening and responding to each other
opportunities for children to contribute and reflect
extended conversations rather than brief exchanges
These characteristics help create a collaborative approach to communication and learning.
Dialogic Talk in Early Years Practice
In practice, dialogic talk often occurs during play, storytelling, problem-solving, or everyday interactions. Practitioners may engage in conversations that follow children’s interests while encouraging them to share ideas and reflect on their thinking.
For example, a practitioner might:
discuss a child’s play scenario
explore ideas during a shared activity
reflect on an experience with a child
build on a child’s comments or questions
These interactions support both language development and thinking.
How Practitioners Support Dialogic Talk
Practitioners can support dialogic talk by:
listening carefully to children’s ideas
responding thoughtfully to children’s contributions
asking open-ended questions
allowing time for children to think and respond
building on children’s language and ideas
These strategies help create meaningful conversations that support learning.
Dialogic Talk and Children’s Development
Dialogic talk supports several aspects of children’s development, including:
language and communication
reasoning and thinking
confidence in expressing ideas
social interaction skills
Through participation in shared conversations, children develop their ability to communicate and reflect on their experiences.
Common Questions About Dialogic Talk
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Dialogic talk involves shared, two-way communication, whereas questioning may focus on prompting responses. Dialogic talk emphasises mutual exchange rather than a question-and-answer pattern.
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Yes. Dialogic talk can be adapted to suit children at different stages of development and often takes place through simple conversations and interactions.
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No. Many examples of dialogic talk occur spontaneously during play and everyday interactions.
Summary
Dialogic talk refers to shared, two-way communication between adults and children that supports language development, thinking, and understanding. Through meaningful conversation and interaction, children develop their ability to express ideas and engage with others.
Related Glossary Terms
The following glossary entries are closely related to Dialogic Talk and provide additional context:
Further Guidance | Related Documents within our ‘EYFS Curriculum & Pedagogy’ suite:
Below you will find a selection of guidance documents from within our Little Owls Resources ‘Curriculum & Pedagogy’ area which explore this concept (& its age-specific application within EYFS settings) in greater depth.
[For additional documents please visit our support pathways: Baby | Toddler | Preschool | Reception | Mixed-Age]
Further Guidance | Related Resources within our ‘Printable Provision’ area:
Disclaimer
The information provided in this glossary is intended to support understanding of terminology commonly used within the Early Years Foundation Stage (EYFS). It does not constitute official guidance and should not be considered a substitute for the EYFS Statutory Framework or other Department for Education publications.
Terminology and interpretations may vary between settings and professional contexts.