The Use of Wordless Books in Terms of Dialogical Pedagogy and Learning Approaches

This study is based on the assumption of using wordless books in the educational environment coincides with the expectations of dialogical pedagogy. It is aimed to establish a stronger connection between wordless books and dialogic pedagogy. The reason why wordless books need to be more widespread is presented in terms of theory. For this, the difference between monologue and dialogue style is used as a problem situation. Monologue and dialogic styles in education are theoretically positioned at two different poles and many educational approaches can be explained in terms of these poles. The same difference was observed between wordless books and written books. The nature of wordless books, their characteristics and their contribution to the skills of the individual are interpreted in terms of the character of dialogical and monological education. As a second theoretical layer, the monological aspects of learning approaches (behaviorism, cognitivism and constructivism) are also considered as a second theoretical layer in order to present more clearly the features of dialogic pedagogy that can be associated with wordless books. The inclusion of learning approaches in the problem of the study allowed us to answer the question of why wordless books are not widespread in the educational environment and to analyze the contribution of wordless books in terms of dialogue.