This thesis examines the extent to which ‘Talk or Dialogue’ contributes to children’s cognitive and psychological development when it is experienced through technological devices. The work analyzes some of the sociocultural theories of children’s speech, cognitive learning, psychological functions, sociocultural learning context, dialogic teaching and learning approaches in the classroom, social interaction and the use of social tools. The theory of speech is built on the Vygotskian notion of language as the prime cultural and psychological tool for children’s learning development in a sociocultural environment. Lev S. Vygotsky emphasised that the development of cognitive processes in children includes thinking, reasoning and understanding of a conceptualised social interaction. These processes are core to children’s intellectual learning. Vygotsky and the neo-Vygotskians emphasised the use of Speech, Talk or Dialogue and the Zone of Proximal Development (ZPD) concept in children’s learning development. In the UK, it was evident that the Talk teaching and learning approach (Mercer & Littleton, 2007) contributed effectively to children’s learning achievements. This approach reinforces Talk or Dialogue collaboratively in the classroom with the ZPD concept. The significance of the Talk teaching approach has encouraged this study to examine further children’s speech and the use of technological devices. Hence, a theoretical discourse methodology on children’s Talk or Dialogue was examined for the research outcomes. The aim is to devise a new teaching and learning approach that contributes to the Malaysian children’s intellectual development inside and outside the classroom through the use of Talk or Dialogue. As a result, a Dialogic framework is articulated based on four existing educational theories of children’s speech and learning. This framework is vital to contribute directly to the Malaysia Education Department Blueprint 2013-2025 in promoting children’s intellectual development. For that reason, two approaches are proposed which emphasise children’s psychological functions of perception, attention, sensory motor-operations and memory through the use of Talk and technological devices. These approaches accentuate the ZPD concept between the teachers and children for learning and activity games. This is the study’s contribution to new knowledge.

Made available in DSpace on 2014-12-17T14:36:14Z (GMT). No. of bitstreams: 1 SandraMOS_TESE.pdf: 3908132 bytes, checksum: 84ff37c9d90b24de2e894bfc67ede983 (MD5) Previous issue date: 2010-12-14 / The dialogue represents an essential condition for the complete realization of the Communication. In Paulo Freire we find a concept of dialogue which expresses itself, fundamentally, in two dimension: on one hand, in the confluence of subjectivities; on the other, in action. Dialogue would not be, therefore, a thinking for , but a thinking with . On the other hand, the media, here understood as synonym of technical media of information and expression is spread all over society as synonym of communication media. In this direction, this paper intends to check if the media allows the dialogue, in the heart of the Freirean concept of communication. We start from the premise that it is not possible to come to an answer if we continue to accept the theoretical approach which polarizes the process of communication between emitter and receptor. By using elements of the ethnomethodology such as the analysis of the conversation and the reflexivity, we dived in the school everyday life of educators and students of an elementary level public school in the city of Natal, capital of Rio Grande do Norte, in order to, through some experiences with the media, corroborate Paulo Freire's ideas, stating the mediation made by the world and seeking a bias for the use of the media to enable a more dialogic education / O di?logo figura como condi??o essencial para a plena efetiva??o da Comunica??o. Em Paulo Freire, encontramos uma concep??o de di?logo que se expressa, fundamentalmente, em duas dimens?es: por um lado, no encontro de subjetividades; por outro, na a??o. O di?logo n?o seria, portanto, um pensar para , mas, um pensar com . Por outro lado, a m?dia, aqui compreendida como sin?nimo de meios t?cnicos de informa??o e express?o est? difundida na sociedade como sin?nimo de meios de comunica??o. Nessa dire??o, este trabalho tenciona verificar se a m?dia possibilita o di?logo, no seio do conceito de comunica??o freirerano. Partimos do pressuposto de que n?o ? poss?vel chegar a uma resposta, se continuamos a aceitar a abordagem te?rica que polariza o processo da comunica??o entre emissor e receptor. Utilizandonos de elementos da etnometodologia como a an?lise da conversa??o e a reflexividade, mergulhamos no cotidiano escolar de educadores e educandos de uma escola p?blica de Ensino Fundamental na cidade do Natal, capital do Rio Grande do Norte, para, atrav?s de algumas experi?ncias com a m?dia, corroborar as ideias de Paulo Freire, afirmando a media??o feita pelo mundo e buscando um vi?s para utiliza??o da m?dia no sentido de proporcionar uma educa??o mais dial?gica