Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-7cvxr Total loading time: 0 Render date: 2024-12-28T21:27:18.440Z Has data issue: false hasContentIssue false

Introduction

Published online by Cambridge University Press:  16 June 2022

By
Amelia Church  and
Amanda Bateman
Edited by
Amelia Church  and
Amanda Bateman
Amelia Church
Affiliation:
University of Melbourne
Amanda Bateman
Affiliation:
Swansea University
Get access

Summary

This chapter provides an overview of how the Handbook contributes to a deeper understanding of teaching and learning interactions in early childhood education. To begin, we highlight the skillful work of teachers in their interactions with young children and the centrality of these interactions to learning and development. We then explain how research in conversation analysis serves as a professional learning resource for early childhood teachers, given the transparency and accessibility of the method and the illustrations of practice provided by transcripts of interactions in early learning environments. We also provide a brief overview of the wealth of studies in conversation analysis in early childhood and consider what this body of research contributes to our understanding of pedagogy. Finally, an overview of each chapter in this Handbook shows how recordings of teachers talking with children can reveal the distinct mechanisms of high-quality interactions and how these elements can be incorporated into everyday pedagogical practice in early childhood environments.

Keywords

conversation analysisearly childhood educationlearning interactionsprofessional development
Type
Chapter
Information
Talking with Children
A Handbook of Interaction in Early Childhood Education
 , pp. 1 - 18
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Baraldi, C. (2015). Promotion of migrant children’s epistemic status and authority in early school life. International Journal of Early Childhood, 47(1), 5–25.CrossRefGoogle Scholar
Bateman, A. (2012). Forging friendships: the use of collective pro-terms by pre-school children. Discourse Studies, 14(2), 165–180.Google Scholar
Bateman, A. (2013). Responding to children’s answers: questions embedded in the social context of early childhood education, Early Years: An International Research Journal, 33(2), 275–289.CrossRefGoogle Scholar
Bateman, A. (2015). Conversation Analysis and Early Childhood Education: The Co-Production of Knowledge and Relationships. Farnham, Surrey: Ashgate.Google Scholar
Björk-Willén, P. (2018). Learning to apologize: moral socialization as an interactional practice in preschool. Research on Children and Social Interaction, 2(2), 177–194.CrossRefGoogle Scholar
Burdelski, M. (2019a), Young children’s multimodal participation in storytelling: analysing talk and gesture in Japanese family interaction. Research on Children and Social Interaction, 3(1–2), 6–35.CrossRefGoogle Scholar
Burdelski, M. (2020) ‘Say can I borrow it’: teachers and children managing peer conflict in a Japanese preschool. Linguistics and Education, 59, 100758.Google Scholar
Butler, C. W. (2008). Talk and Social Interaction in the Playground. Aldershot, Surrey: Ashgate.Google Scholar
Butler, C. W., and Edwards, D. (2018). Children’s whining in family interaction. Research on Language and Social Interaction, 51(1), 52–66.CrossRefGoogle Scholar
Cekaite, A. (2013). Socializing emotionally and morally appropriate peer group conduct through classroom discourse. Linguistics and Education, 24(4), 511–522.Google Scholar
Cekaite, A. (2020). Triadic conflict mediation as socialisation into perspective taking in Swedish preschools. Linguistics and Education, 59, 100753.Google Scholar
Cherrington, S. (2018) Early childhood teachers’ thinking and reflection: a model of current practice in New Zealand. Early Years, 38(3), 316–332,CrossRefGoogle Scholar
Church, A. (2009). Preference Organization Peer Disputes: How Young Children Resolve Conflict. Aldershot, Surrey: Ashgate.Google Scholar
Church, A., and Bateman, A. (2019a). Methodology and professional development: Conversation Analytic Role-play Method (CARM) for early childhood education. Journal of Pragmatics, 143(1), 242–254.CrossRefGoogle Scholar
Church, A., and Bateman, A. (2019b). Children’s right to participate: how can teachers extend child-initiated learning sequences? International Journal of Early Childhood, 51(3). https://doi.org/10.1007/s13158-019-00250-7Google Scholar
Cohrssen, C., Church, A., and Taylor, C. (2014). Purposeful pauses: teacher talk during early childhood mathematics activities. International Journal of Early Years Education, 22(2), 169–183.Google Scholar
Cromdal, J. (2001). ‘Can I be with?’: negotiating play entry in a bilingual school. Journal of Pragmatics, 33(4), 453–515.Google Scholar
Dalgren, S. (2017). Questions and answers, a seesaw and embodied action: how children respond in informing sequences. In Bateman, A. and Church, A. (eds.), Children’s Knowledge-in-Interaction: Studies in Conversation Analysis (pp. 37–56). Singapore: Springer.CrossRefGoogle Scholar
Danby, S., and Baker, C. (1998). How to be masculine in the block area. Childhood, 5 (2), 151–175.Google Scholar
Danby, S., and Theobald, M. (eds.) (2012). Disputes in Everyday Life: Social and Moral Orders of Children and Young People (Sociological Studies of Children and Youth, Vol. 15). Bingley: Emerald Publishing.Google Scholar
Danby, S., Davidson, C., Given, L. M., and Thorpe, K. (2016). Composing an email: social interaction in a preschool classroom. In Garvis, S. and Lemon, N. (eds.), Understanding Digital Technologies and Young Children: An International Perspective (pp. 5–17). London: Routledge.Google Scholar
Danby, S., Davidson, C., Theobald, M., Houen, S., and Thorpe, K. (2017). Pretend play and technology: young children making sense of their everyday social worlds. In Pike, D., Lynch, S., and Beckett, C. A. (eds.), Multidisciplinary Perspectives on Play from Birth and Beyond (pp. 231–245). Berlin: Springer.Google Scholar
Danby, S. J., Fleer, M., Davidson, C., and Hatzigianni, M. (2018). Digital Childhoods: Technologies and Children’s Everyday Lives. Singapore: Springer.Google Scholar
Department of Education. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF). Canberra, Australia: Department of Education.Google Scholar
Ekberg, S., Danby, S. Houen, S., Davidson, C., and Thorpe, K. (2017). Soliciting and pursuing suggestions: practices for contemporaneously managing student-centred and curriculum-focused activities. Linguistics and Education, 42, 65–73.CrossRefGoogle Scholar
Evaldsson, A-C., and Tellgren, B. (2009). ‘Don’t enter – it’s dangerous’: negotiations for power and exclusion in pre-school girls’ play interactions. Educational and Child Psychology, 26(2), 9–18.CrossRefGoogle Scholar
Filipi, A. (2009). Toddler and Parent Interaction: The Organization of Gaze, Pointing and Vocalization. Amsterdam: John Benjamins.Google Scholar
Filipi, A. (2019). Snapshots of tellings in interactions between adults and children aged two, three and three and a half in an Australian context. Research on Children and Social Interaction, 3(1–2), 119–143.Google Scholar
Galatolo, R., and Caronia, L. (2018). Morality at dinnertime: the sense of the other as a practical accomplishment in family interaction. Discourse & Society, 29(1), 43–62.Google Scholar
Gardner, H., and Forrester, M. (eds.). (2010). Analysing Interactions in Childhood: Insights from Conversation Analysis. Oxford: Wiley-Blackwell.Google Scholar
Gardner, R. (2019). Classroom interaction research: the state of the art. Research on Language and Social Interaction, 52(3), 212–226.CrossRefGoogle Scholar
Goodwin, C. (2018). Cooperative Action. Cambridge: Cambridge University Press.Google Scholar
Goodwin, M. H. (1990). He-Said-She-Said: Talk as Social Organisation among Black Children. Bloomington, IN: Indiana University Press.Google Scholar
Goodwin, M. H. (2006). The Hidden Life of Girls: Games of Stance, Status, and Exclusion. Oxford: Blackwell.CrossRefGoogle Scholar
Goodwin, M. H. (2017). Sibling sociality: participation and apprenticeship across contexts. Research on Children and Social Interaction, 1(1), 4–29.Google Scholar
Goodwin, M. H., and Cekaite, A. (2018). Embodied Family Choreography: Practices of Control, Care, and Mundane Creativity. London: Routledge.Google Scholar
Heritage, J. (1984). Garfinkel and Ethnomethodology. Cambridge: Polity Press.Google Scholar
Houen, S., Danby, S., Farrell, A., and Thorpe, K. (2016). ‘I wonder what you know …’ teachers designing requests for factual information. Teaching and Teacher Education, 59, 68–78.CrossRefGoogle Scholar
Keel, S. (2016). Socialization: Parent–Child Interaction in Everyday Life. London: Routledge.Google Scholar
Kultti, A., and Odenbring, Y. (2015). Collective and individual dimensions in peer positioning in early childhood education. Early Child Development and Care, 185(6), 868–882.Google Scholar
Lester, J. N., and O’Reilly, M. (2019). Applied Conversation Analysis. Thousand Oaks, CA: Sage.Google Scholar
Ministry of Education (1996; 2017). Te whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand.Google Scholar
Molla, T., and Nolan, A. (2019). Identifying professional functionings of early childhood educators. Professional Development in Education, 45(4), 551–566.CrossRefGoogle Scholar
Mondada, L. (2019). Transcribing silent actions: a multimodal approach of sequence organization. Social Interaction. Video-Based Studies of Human Sociality, 2(1). https://doi.org/10.7146/si.v2i1.113150Google Scholar
Moore, E., and Burdelski, M. (2020). Peer conflict and language socialization: introduction to special issue. Linguistics in Educations (online). https://doi.org/10.1016/j.linged.2019.100758CrossRefGoogle Scholar
Morita, E. (2019). Japanese two-year-olds’ spontaneous participation in storytelling activities as social interaction. Research on Children and Social Interaction, 3(1–2), 65–91.CrossRefGoogle Scholar
Nolan, A., Paatsch, L., and Scull, J. (2018). Video-based methodologies: the affordances of different viewpoints in understanding teachers’ tacit knowledge of practice that supports young children’s oral language. International Journal of Research & Method in Education, 41(5), 536–547Google Scholar
Pomerantz, A., and Fehr, B. J. (1997). Conversation analysis: an approach to the study of social action as sense making practices. In van Dijk, T. A (ed.), Discourse as Social Interaction. Discourse Studies: A Multidisciplinary Introduction (2nd ed., pp. 64–91). London: Sage Publications.Google Scholar
Pursi, A. (2019). Play in adult-child interaction: institutional multi-party interaction and pedagogical practice in a toddler classroom. Learning, Culture and Social Interaction, 21, 136–150.Google Scholar
Sacks, H. (1972). On the analyzability of stories by children. In Gumperz, J. J. and Hymes, D. (eds.), Directions in Sociolinguistics: The Ethnography of Communication (pp. 325–345). New York: Rinehart & Winston.Google Scholar
Sacks, H. (1984). Notes on methodology. In Atkinson, J. M. and Heritage, J. (eds.), Structures of Social Action: Studies in Conversation Analysis. Cambridge: Cambridge University Press.Google Scholar
Sacks, H. (1995). Lectures on Conversation, Volume 1 and 2. Oxford: Blackwell.Google Scholar
Schegloff, E. A. (2007). Sequence Organization in Interaction: A Primer in Conversation Analysis. Cambridge: Cambridge University Press.Google Scholar
Schegloff, E. A., and Sacks, H. (1973). Opening up closings. Semiotica, 8, 289–327.CrossRefGoogle Scholar
Searles, D. K. (2019). Positioning updates as relevant: an analysis of child-initiated updating in American and Canadian families. Research on Children and Social Interaction, 3(1–2). https://doi.org/10.1558/rcsi.37286Google Scholar
Sidnell, J. (2010). Conversation Analysis: An Introduction. Oxford: Wiley-Blackwell.Google Scholar
Sidnell, J., and Stivers, T. (2013). The Handbook of Conversation Analysis. Chichester: Wiley-Blackwell.Google Scholar
Sidnell, J. (2015). A conversation analytic approach to research on early childhood. In Farrell, A., Kagan, S. L., and Tisdall, K. M. (eds.), The SAGE Handbook of Early Childhood Research (pp. 255–76). London: Sage Publications.Google Scholar
Sikveland, R., Kevoe-Feldman, H., and Stokoe, E. (2021). Crisis Talk: Negotiating with Individuals in Crisis. London: Routledge.Google Scholar
Stokoe, E (2011). Simulated interaction and communication skills training: the ‘Conversation Analytic Roleplay Method’. In Antaki, C. E. (ed.), Applied Conversation Analysis: Changing Institutional Practices (pp. 119–139). Basingstoke: Palgrave MacMillan.Google Scholar
Stokoe, E. (2013a). Overcoming barriers to mediation in intake calls to services: research-based strategies for mediators. Negotiation Journal, 29(3), 289–314.Google Scholar
Stokoe, E. (2013b). The (in)authenticity of simulated talk: comparing role-played and actual conversation and the implications for communication training. Research on Language and Social Interaction, 46(2), 1–21.Google Scholar
Stokoe, E. (2014). The Conversation Analytic Role-play Method (CARM): A method for training communication skills as an alternative to simulated role-play. Research on Language and Social Interaction, 47(3), 255–265.CrossRefGoogle Scholar
Stokoe, E., and Edwards, D. (2008) ‘Did you have permission to smash your neighbour’s door?’ Silly questions and their answers in police-suspect interrogations, Discourse Studies, 10(1), 89–111.Google Scholar
Stokoe, E., Sikveland, R. O., and Symonds, J. (2016). Calling the GP surgery: patient burden, patient satisfaction, and implications for training. British Journal of General Practice, 66(652): e779–e785.Google Scholar
Takada, A., and Kawashima, M. (2017). Relating with an unborn baby: expectant mothers socializing their toddlers in Japanese families. In Bateman, A. and Church, A. (eds.), Children’s Knowledge-in-Interaction: Studies in Conversation Analysis. Singapore: Springer.Google Scholar
Theobald, M. (ed.). (2017). Friendship and Peer Culture in Multilingual Settings. Sociological Studies of Children and Youth, Volume 21. Bingley: Emerald Publishing.Google Scholar
Theobald, M., and Kultti, A. (2012). Investigating child participation in the everyday talk of a teacher. Contemporary Issues in Early Childhood, 13(3), 210–225.Google Scholar
Whalen, M. R. (1995). Working towards play: complexity in children’s fantasy activities. Language in Society, 24(3), 315–348.Google Scholar
Wootton, A. J. (2006). Children’s practices and their connections with ‘mind’. Discourse Studies, 8(1), 191–198.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×