Encouraging children's voices in early childhood education and care: Types of dialogic interaction based on photo elicitation

Research is needed on how to encourage children's voices in early childhood education and care (ECEC). Photography is a child-friendly method to support children expressing their views regarding their lives in ECEC. However, little is known about the types of dialogic interactions photo elicitation can produce when children engage in small group discussion about the photos they have taken. We investigated what types of dialogic interaction, based on photo elicitation, can be identified in ECEC small group discussions, and how the different types of dialogic interaction contribute to encouraging children's voices. The study involved 13 Finnish ECEC groups with a total of 107 five-year-old children. The children took photographs regarding their everyday lives in ECEC, and afterwards, teacher-led small group discussions were organised for the children to discuss the photos. A qualitative analysis of the transcribed discussions identified four types of interaction: individual interview , group interview , child-centred dialogue and teacher-directed dialogue . The findings show that photo elicitation is particularly effective in generating initiation–response–feedback interactions. In the individual interview and teacher-directed dialogue types especially, the teacher's active questioning and scaffolding supported children in thoroughly sharing their past and present experiences and views, as well as in engaging with future aspirations. • Types of dialogic interactions based on photo elicitation in ECEC were investigated. • Individual and group interviews reflected initiation-response-feedback exchanges. • Child-centred and teacher-directed dialogues represented more versatile interactions. • Teacher scaffolding supported children's voices in photo-based discussions. • Despite the type of interaction, children's voices and thoughts were appreciated.