|This paper explores the ways in which Mikhail M. Bakhtin`s (1895～1975) concept of dialogism can frame our understanding of early literacy education as social practices. Bakhtin, a Soviet literary theorist in the 1920s, has, in recent decades, gained more and more significance as his theory has been recognized in various fields beyond literature, such as education, anthropology, and feminism. In this vein, Bakhtin`s notion of dialogism, which is the dialogic interaction of responding to and being responded to by others, has been applied in early childhood education research. Since one`s choice of words always involves an interlocutor`s evaluation of a dialogic situation which exists within a set of social rules, young children`s voices should be understood within their dialogic relations. An individual`s choice of words is not just an exercise of cognitive skills; rather, it indexes the self as a member of various learning communities by implementing social rules for ``what`` an expression means and ``how`` that meaning is represented. Applying this approach to the student-student and student-teacher relations that occur in the classroom, I argue that teachers and children provide dialogic contexts for each other and that they co-construct discursive contexts. Viewing classroom interactions as dialogic relations implies that classrooms can and should be understood as sites in which children develop a sense of belonging to their learning community. Finally, viewing classroom relations as dialogic in nature suggests that we should create a classroom environment which is carnivalesque in a Bakhtinian sense; that is, one that allows children to challenge ideologically dominant voices (in other words, dominant viewpoints and ideas) by engaging in and producing satire, parody, or caricature in play, discussion and creative arts.