References

Airenti, G. (2018). The Development of Anthropomorphism in Interaction: Intersubjectivity, Imagination, and Theory of Mind. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.02136

Alexander, R. (2017). Towards dialogic teaching : Rethinking classroom talk (5. utg.). Cambridge: Dialogos.

Alexander, R. (2020). A dialogic teaching companion. New York: Routledge.

Bakhtin, M. M. (1986). The Problem of Speech Genres. I C. Emerson & M. Holquist (Red.), Speech genres and other late essays. Austin, Texas: University of Texas Press.

Broström, S. (2015). Science in early childhood education. Journal of education and human development, 4(2), 1.

Chapin, S. H., O'Connor, C., O'Connor, M. C. & Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn, Grades K-6 Math Solutions.

Cui, R. & Teo, P. (2020). Dialogic education for classroom teaching: a critical review. Language and Education, 35. https://doi.org/DOI: 10.1080/09500782.2020.1837859

Damhuis, R., De Blauw, A., Brandenbarg, N. (2016). CombiList: Een instrument voor taalantwikkeling via interactie (4e druk). Expertisecentrum Nederlands.

Eberbach, C. & Crowley, K. (2009). From Everyday to Scientific Observation: How Children Learn to Observe the Biologist’s World. Review of Educational Research, 79(1), 39-68. https://doi.org/10.3102/0034654308325899

Ehlich, K. (2014). Text and discourse. I (p. 282-285). https://doi.org/10.1075/z.184.57ehl

Elfström, I., Nilsson, B., Sterner, L & Wehner-Godée, C. (2016). Barn og naturvitenskap : oppdage, utforske og lære i barnehage og skole. Cappelen Damm akademisk.

Elstgeest, J. (1996). Rätt fråga vid rätt tilfälle. I W. Harlen (Red.), Våga språnget! Om att undervisa barn i naturvetenskapliga ämnen. Eskilstuna: Almqvist & Wiksell.

Fischer, U., Leicht Madsen, B. & Solli, A. (2002). Se her! : om barns oppmerksomhet og førskolelærerens rolle. Oslo: Pedagogisk forum.

Gibson, J. J. (2015). The Ecological Approach to Visual Perception (Classic edition., pp. XXIX, 315). Psychology Press. 

Gjems, L. (2011). Hverdagssamtaler - en arena for språklæring. Første Steg, 3(Issue), s. 34-37.

Høigård, A. (2019). Barns språkutvikling muntlig og skriftlig (4. utg.). Oslo: Universitetsforlaget.

Kim, M.-Y. & Wilkinson, I. A. G. (2019). What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk. Learning, Culture and Social Interaction, 21, 70-86. https://doi.org/https://doi.org/10.1016/j.lcsi.2019.02.003

Michaels, S. & O’Connor, C. (2015). Conceptualizing talk moves as tools: Professional development approaches for academically productive discussion. Socializing intelligence through talk and dialogue, 347-362.

Resnick, L. B., Asterhan, C. S. C. & Clarke, C. N. (2018). Accountable talk: Instructional dialogue that builds the mind (bd. 29). Geneva: IBE, Publications Unit.

Sfard, A. (2008). Thinking as Communicating: Human Development, the Growth of Discourses, and Mathematizing. New York: Cambridge University Press.

Siraj-Blatchford, I. (2009). Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective.

Siraj-Blatchford, I., Muttock, S., Sylva, K., Gilden, R. & Bell, D. (2002). Researching effective pedagogy in the early years.