Concept Development on Early Childhood Education: Awareness, Dialogic Inclusion and Practice

Abstract

This review article concentrated solely on concept development in early childhood education. Children’s concept development is critical, and it serves as a foundation for perceiving topic information for improved learning in higher levels of schooling. This article proposes dialogic inclusion as a strategy to improve the effectiveness of early childhood education by helping children acquire concepts effectively. As a start-up, the present system of early childhood education was brushed up with its aims and criteria for meeting the key topics. Simultaneously, core concepts such as classification, patterning, structure, and reasoning were discussed in relation to their nature, and the existing teaching procedure for the aforementioned concepts in early childhood was thematically represented. The dialogic inclusion, its awareness, and the existing system of childhood education in India with regard to concept development were reviewed, and dimensions of concepts were paragraphed. The phase of ‘dialogic inclusion’ in concept formation in education at the early childhood level was then disclosed, along with the themes’ relevance.