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-cd9895bd7-8ctnn Total loading time: 0 Render date: 2024-12-28T21:42:23.067Z Has data issue: false hasContentIssue false

Part I - Talk as Social Action

Published online by Cambridge University Press:  16 June 2022

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

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Talking with Children
A Handbook of Interaction in Early Childhood Education
 , pp. 19 - 162
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

References

Antaki, C. (2011). Six kinds of applied conversation analysis. In Antaki, C. (ed.), Applied Conversation Analysis: Intervention and Change in Institutional Talk (pp. 1–4). Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
Bateman, A. (2013). Responding to children’s answers: questions embedded in the social context of early childhood education. Early Years, 33(2), 275–289.CrossRefGoogle Scholar
Bateman, A. (2015). Conversation Analysis and Early Childhood Education: The Co-Production of Knowledge and Relationships. London: Ashgate/Routledge.Google Scholar
Bateman, A. (2017). Hearing children’s voices through a conversation analysis approach. International Journal of Early Years Education, 25(1), 1–16.CrossRefGoogle Scholar
Bateman, A. (2021). Teacher responses to toddler crying in the New Zealand outdoor environment. Journal of Pragmatics, 175(2), 81–93.CrossRefGoogle Scholar
Bateman, A., and Church, A. (2017a). Children’s Knowledge-in-Interaction: Studies in Conversation Analysis. Singapore: Springer.Google Scholar
Bateman, A., and Church, A. (2017b). Children’s use of objects in an early years playground. European Early Childhood Education Research Association Journal, 25(1), 55–71.CrossRefGoogle Scholar
Bateman, A., Hohepa, M., and Bennett, T. (2017). Indigenizing outdoor play in New Zealand: a conversation analysis approach. In Waller, T., Arlemalm-Hagser, E., Sandseter, E. B. H., Lee-Hammond, L., Lekies, K., and Wyver, S. (eds.), SAGE Handbook of Outdoor Play and Learning (pp. 530–542). London: Sage Publications.CrossRefGoogle Scholar
Björk-Willén, P., and Cromdal, J. (2009). When education seeps into ‘free play’: how preschool children accomplish multilingual education. Journal of Pragmatics, 41(8), 555–577.CrossRefGoogle Scholar
Burdelski, M. (2020). Teacher compassionate touch in a Japanese preschool. Social Interaction. Video-Based Studies of Human Sociality, 3(1). https://doi.org/10.7146/si.v3i1.120248CrossRefGoogle Scholar
Burdelski, M., and Howard, K. M. (2020). Language Socialization in Classrooms: Culture, Interaction and Language Development. Cambridge: Cambridge University Press.Google Scholar
Carr, M., Lee, W., & Jones, C. (2004). An Introduction to Kei Tua o te Pae: He Whakamōhiotanga ki Kei Tua o te Pae (Book 1). Auckland: Learning Media.Google Scholar
Church, A., and Bateman, A. (2019). Methodology and professional development: CARM for early childhood education. Journal of Pragmatics, 143(1), 242–254.Google Scholar
Church, A., and Bateman, A. (2020). Conversation Analytic Role-play Method (CARM) for teacher training. Teacher Development, 24(5), 652–668. https://doi.org/10.1080/13664530.2020.1820371CrossRefGoogle Scholar
Clark, A. (2017). Listening to young children: A guide to understanding and using the mosaic approach, Third Edition. London: National Children’s Bureau.Google Scholar
Clark, A., and Moss, P. (2001). Listening to Young Children: The Mosaic Approach. London: National Children’s Bureau.Google Scholar
Clift, R. (2016). Conversation Analysis. Cambridge: Cambridge University Press.Google Scholar
Corsaro, W. (2017). The Sociology of Childhood. London: Sage Publications.Google Scholar
Danby, S. (2002). The communicative competence of young children. Australian Journal of Early Childhood, 27(3), 25–30.CrossRefGoogle Scholar
Danby, S., and Baker, C. (1998). ‘What’s the problem?’ – Restoring social order in the preschool classroom. In Hutchby, I. and Moran-Ellis, J. (eds.), Children and Social Competence: Arenas of Action (pp. 157–186). London: Falmer Press.Google Scholar
Danby, S., and Farrell, A. (2004). Accounting for young children’s competence in educational research: new perspectives on research ethics. Australian Educational Researcher, 31(3), 35–50.Google Scholar
Drew, P. (1997). ‘Open’ class repair initiators in response to sequential sources of troubles in conversation. Journal of Pragmatics, 28, 69–101.Google Scholar
Drew, P., and Heritage, J. (eds.). (1992). Talk at Work: Interaction in Institutional Settings. Cambridge: Cambridge University Press.Google Scholar
Edwards-Groves, C., and Davidson, C. (2017). Becoming a Meaning Maker: Talk and Interaction in the Dialogic Classroom. Newtown: Primary English Teaching Association Australia.Google Scholar
Enfield, N. J. (2017). How We Talk: The Inner Workings of Conversation. New York, NY: Basic Books.Google Scholar
Fitzgerald, R., and Housley, W. (eds.). (2015). Advances in Membership Categorisation Analysis. London: Sage Publications.Google Scholar
Gardner, R. (2012). Conversation analysis in the classroom context. In Sidnell, J. and Stivers, T. (eds.), The Handbook of Conversation Analysis (pp. 593–611). Hoboken, NJ: Wiley.CrossRefGoogle 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. (2017). Co-Operative Action. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Hepburn, A., and Bolden, G. B. (2017). Transcribing for Social Research. London: Sage Publications.CrossRefGoogle Scholar
Heritage, J. (1984a) Garfinkel and Ethnomethodology. Cambridge: Polity Press.Google Scholar
Heritage, J. (1984b) A change-of-state token and aspects of its sequential placement. In Atkinson, J. M. and Heritage, J. (eds.), Structures of Social Action (pp. 299–347). Cambridge: Cambridge University Press.Google Scholar
Heritage, J., and Clayman, S. (2010). Talk in Action: Interactions, Identities, and Institutions. Chichester: Wiley-Blackwell.Google Scholar
Hoey, E. M., and Kendrick, K. H. (2017). Conversation analysis. In de Groot, A. M. B. and Hagoort, P. (eds.), Research Methods in Psycholinguistics: A Practical Guide (pp. 151–173). Chichester: Wiley-Blackwell.Google Scholar
Houen, S. Danby, S., Farrell, A., and Thorpe, K. (2016). ‘I wonder…’ formulations in teacher-child interactions. International Journal of Early Childhood, 48(3), 259–276.Google Scholar
Houen, S., Danby, S., Farrell, A., and Thorpe, K. (2019). Adopting an unknowing stance in teacher–child interactions through ‘I wonder…’ formulations. Classroom Discourse, 10(2), 151–167. https://doi.org/10.1080/19463014.2018.1518251CrossRefGoogle Scholar
James, A., and Prout, A. (eds.). (1997). Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood. London: Falmer Press.Google Scholar
Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In Lerner, G. H. (ed.), Conversation Analysis: Studies from the First Generation, (pp. 13–31). Amsterdam/Philadelphia: John Benjamins.Google Scholar
Keel, S. (2016). Socialization: Parent-Child Interaction in Everyday Life. New York, NY: Routledge.CrossRefGoogle Scholar
Kendrick, K. H., Brown, P., Dingemanse, M., Floyd, S., Gipper, S., Hayano, K., Hoey, E., Hoymann, G., Manrique, E., Rossi, G., and Levinson, S. C. (2020). Sequence organization: a universal infrastructure for social action. Journal of Pragmatics, 168, 119–138.Google Scholar
Kidwell, M. (2012). Interaction among children. In Sidnell, J. and Stivers, T. (eds.), The Handbook of Conversation Analysis, (pp. 511–532). Hoboken, NJ: Wiley-Blackwell.Google Scholar
Kitzinger, C. (2012). Repair. In Sidnell, J. and Stivers, T. (eds.), The Handbook of Conversation Analysis, (pp. 229–256). Hoboken, NJ: Wiley-Blackwell.Google Scholar
Labov, W. (1972). Sociolinguistic Patterns. Philadelphia, PA: University of Pennsylvania.Google Scholar
Lee, Y-A. (2007). Third turn position in teacher talk: contingency and the work of teaching. Journal of Pragmatics, 39(6), 1204–1230.Google Scholar
Lester, N., and O’Reilly, M. (2019). Applied Conversation Analysis. Thousand Oaks, California, CA: Sage Publications.Google Scholar
McHoul, A. W. (1978). The organization of turns at formal talk in the classroom. Language in Society, 7(2), 183–213.Google Scholar
Mason, J., and Watson, E. (2014). Researching children: research on, with, and by children. In Ben-Arieh, A., Casas, F., Frønes, I., and Korbin, J. (eds.), Handbook of Child Well-Being. Dordrecht: Springer.Google Scholar
Mehan, H. (1979). Learning Lessons: Social Organisation in the Classroom. Cambridge, MA: Harvard University Press.Google Scholar
Mondada, L. (2018). Multiple temporalities of language and body in interaction: challenges for transcribing multimodality, Research on Language and Social Interaction, 51(1), 85–106.Google Scholar
Mori, J., and Zuengler, J. (2008). Conversation analysis and talk-in-interaction in classrooms. In Martin-Jones, M., de Mejia, A. M., and Hornberger, N. H. (eds.), Encyclopedia of Language and Education (2nd ed.,), vol. 3. London: Springer.Google Scholar
Mukherji, P., and Albon, D. (2018). Research Methods in Early Childhood: An Introductory Guide. Los Angeles, CA: Sage Publications.Google Scholar
Mushin, I., Gardner, R., and Gourlay, C. (2021). Effective Task Instructions in the First Year of Schooling: What Teachers and Children Do. London: Routledge.CrossRefGoogle Scholar
Ochs, E. (1979). Transcription as theory. In Ochs, E. and Schieffelin, B. (eds.), Developmental Pragmatics. New York, NY: Academic Press.Google Scholar
Pomerantz, A. (1984). Agreeing and disagreeing with assessments: some features of preferred/dispreferred turn shapes. In Atkinson, J. M. and Heritage, J. (eds.), Structures of Social Action: Studies in Conversation Analysis, (pp. 57–101). Cambridge: Cambridge University Press.Google 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
Psathas, G. (1995). Conversation Analysis: The Study of Talk-in-Interaction. London: Sage Publications.Google Scholar
Rogoff, B. (2003). The Cultural Nature of Human Development. Oxford: Oxford University Press.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. New York, NY: Holt, Rinehart, and Winston.Google Scholar
Sacks, H. (1984a). Notes on methodology. In Atkinson, J. M. and Heritage, J. (eds.), Structures of Social Action, (pp. 21–27). Cambridge: Cambridge University Press.Google Scholar
Sacks, H. (1984b). On doing ‘being ordinary’. 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 (vols. I and II). Oxford: Blackwell.Google Scholar
Sacks, H., Schegloff, E. A., and Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696–735.CrossRefGoogle Scholar
Schegloff, E. A. (1968). Sequencing in conversational openings. American Anthropologist, 70(6), 1075–1095.Google Scholar
Schegloff, E. A. (1987). Analyzing single episodes of interaction: an exercise in conversation analysis. Social Psychology Quarterly, 50(2), 101–114.Google Scholar
Schegloff, E. A. (1996). Confirming allusions: toward an empirical account of action. American Journal of Sociology, 102, 161–216.CrossRefGoogle 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.Google Scholar
Seedhouse, P. (2005). Conversation analysis as research methodology. In Richards, K. and Seedhouse, P. (eds.), Applying Conversation Analysis. London: Palgrave Macmillan.Google Scholar
Sidnell, J. (2010). Conversation Analysis: An Introduction. Oxford: Wiley-Blackwell.Google Scholar
Sidnell, J. (2012). Basic conversation analytic methods. In Sidnell, J. and Stivers, T. (eds.), The Handbook of Conversation Analysis, (pp. 77–99). Hoboken, NJ: Wiley-Blackwell.Google Scholar
Sidnell, J., and Stivers, T. (eds.). (2012). The Handbook of Conversation Analysis. Hoboken, NJ: Wiley-Blackwell.Google Scholar
Siraj, I., Kingston, D., and Melhuish, E. (2015). Assessing Quality in Early Childhood Education and Care. Sustained Shared Thinking and Emotional Wellbeing (SSTEW) Scale for 2–5 Year-Olds Provision. London: UCL and IOE Press.Google Scholar
Stivers, T., and Robinson, J. (2006). A preference for progressivity in interaction. Language in Society, 35(3), 367–392.Google Scholar
Stokoe, E. (2013). The (in)authenticity of simulated talk: comparing role-played and actual interaction and the implications for communication training. Research on Language and Social Interaction, 46(2): 165–185.CrossRefGoogle Scholar
Stokoe, E. (2014a). ‘The science of analysing conversations, second by second’. [Video]. www.youtube.com/watch?v=MtOG5PK8xDA [last accessed 9 December 2021].Google Scholar
Stokoe, E. (2014b). 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.Google Scholar
Stokoe, E., Sikveland, R. (2017). The Conversation Analytic Role-play Method: simulation, endogenous impact and interactional nudges. In Fors, V., O’Dell, T., and Pink, S. (eds.), Theoretical Scholarship and Applied Practice, (pp. 73–96). Oxford: Berghahn Books.Google Scholar
ten Have, P. (2007) Doing Conversation Analysis: A Practical Guide (2nd edition). London: Sage.Google Scholar
Theobald, M. (ed.). (2016). Friendship and Peer Culture in Multilingual Settings. Bingley: Emerald Publishing.Google Scholar
Theobald, M. (2019). UN Convention on the Rights of the Child: ‘Where are we at in recognising children’s rights in early childhood, three decades on …?’. International Journal of Early Childhood, 51(3), 251–257.CrossRefGoogle Scholar
Theobald, M., and Danby, S. (2020). Children’s competence and wellbeing in sensitive research: when video-stimulated accounts lead to dispute. In Lamerichs, J., Danby, S., Bateman, A., and Ekberg, S. (eds.), Children and Mental Health Talk: Perspectives on Social Competence, (pp.137–166). Basingstoke: Palgrave Macmillan.Google Scholar
Waring, H. Z. (2015). Theorizing Pedagogical Interaction: Insights from Conversation Analysis. London: Routledge.Google Scholar
Wood, D. J., Bruner, J. S., and Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychiatry and Psychology, 17(2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.xGoogle Scholar

References

Baron-Cohen, S. 1993. Autism. New York, NY: Oxford University Press.Google Scholar
Bateman, A., and Church, A. (2017). Children’s use of objects in an early years playground. European Early Childhood Education Research Journal, 25(1), 55–71. https://doi.org/10.1080/1350293X.2016.1266221Google Scholar
Bateson, M. C. (1975). Mother-infant exchanges: the epigenesis of conversational interaction. Annals of the New York Academy of Sciences, 263, 101–113.CrossRefGoogle ScholarPubMed
Bruner, J. 1995. Introduction. In: Moore, C., and Dunham, P. (eds.), Joint Attention: Its Origins and Role in Development. Mahwah, NJ: Erlbaum.Google Scholar
Cabell, S. Q., Justice, L. M., Piasta, S. B., Curenton, S. M., Wiggins, A., Turnbull, K. P., and Petscher, Y. (2011). The impact of teacher responsivity education on preschoolers’ language and literacy skills. American Journal of Speech-Language Pathology (online). https://doi.org/10.1044/1058-0360(2011/10-0104)Google Scholar
Campos, J. J., and Stenberg, C. R. (1981). Perception, appraisal and emotion: the onset of social referencing. In Lamb, M. E., and Sherrod, L.R. (eds.), Infant Social Cognition, (pp. 273–314). London: Routledge.Google Scholar
Church, A., and Bateman, A. (2019). Children’s right to participate: how can teachers extend child-initiated learning sequences? International Journal of Early Childhood, 51(3), 265–281.Google Scholar
Corsaro, W. A. 1979. ‘We’re friends right?’: children’s use of access rituals in a nursery school. Language in Society, 8(3), 315–336.Google Scholar
Estigarribia, B., and Clark, E. V. (2007). Getting and maintaining attention in talk to young children. Journal of Child Language, 34(4), 799–814.Google Scholar
Goffman, E. (1963). Behavior in Public Places. Doncaster: Free Press.Google Scholar
Hay, D. F., and Ross, H. S. (1982). The social nature of early conflict. Child Development, 53, 105–113.Google Scholar
Hohmann, M., Weikart, D. P., and Epstein, A. S. (1995). Educating Young Children: Active Learning Practices for Preschool and Child Care Programs. Ypsilanti, MI: High/Scope Press.Google Scholar
Jones, S. E., and Zimmerman, D. H. (2003). A child’s point and the achievement of intentionality. Gesture, 3(2), 155–185.Google Scholar
Joplin, L. (1981). On defining experiential education. Journal of Experiential Education, 4(1), 17–20.Google Scholar
Kidwell, M., and Zimmerman, D. H. (2007). Joint attention as action. Journal of Pragmatics, 39(3), 592–611.Google Scholar
Levinson, S. C. (2006). On the human ‘interactional engine’. In Enfield, N. J., and Levinson, S. C.. Roots of Human Sociality. New York: Berg.Google Scholar
Meltzoff, A. N., and Moore, M. K. (1977). Imitation of facial and manual gestures by human neonates. Science, 198, 75–78.Google Scholar
Meltzoff, A. N., and Moore, M. K. (1993). Why faces are special to infants – On connecting the attraction of faces and infants’ ability for imitation and cross-modal processing. In Developmental Neurocognition: Speech and Face Processing in the First Year of Life, (pp. 211–225). Dordrecht: Springer.Google Scholar
Mundy, P., and Newell, L. (2007). Attention, joint attention, and social cognition. Current Directions in Psychological Science, 16(5), 269–274.Google Scholar
Ninio, A., and Bruner, J. (1978). The achievement and antecedents of labelling. Journal of Child Language, 5(1), 1–15.CrossRefGoogle Scholar
Oller, D. K. (2000). The Emergence of the Speech Capacity. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.Google Scholar
Osterling, J., and Dawson, G. (1994). Early recognition of children with autism: a study of first birthday home videotapes. Journal of Autism and Developmental Disorders, 24(3), 247–257.Google Scholar
Schegloff, E. A. (2007). Sequence Organization in Interaction: A Primer in Conversation Analysis I (vol. 1). Cambridge: Cambridge University Press.Google Scholar
Schegloff, E. A., & Sacks, H. (1973). Opening up closings. Semiotica, 8(4), 289–327.Google Scholar
Snow, C. E., De Blauw, A., and Van Roosmalen, G. (1979). Talking and playing with babies: the role of ideologies of child-rearing. Before Speech: The Beginning of Interpersonal Communication (pp. 269–288). Cambridge: Cambridge University Press.Google Scholar
Tomasello, M. (1999). The Cultural Origins of Human Cognition. Cambridge, MA: Harvard University Press.Google Scholar
Trevarthen, C. (1998). The concept and foundations of infant intersubjectivity. Intersubjective Communication and Emotion in Early Ontogeny, 15, 46.Google Scholar
Wootton, A. J. (1994). Object transfer, intersubjectivity and third position repair: early developmental observations of one child. Journal of Child Language, 21(3), 543–564.Google Scholar

References

Bateman, A. (2013). Responding to children’s answers: questions embedded in the social context of early childhood education. Early Years, 33(2), 275–289.Google Scholar
Bateman, A. (2021). Teacher responses to toddler crying in the New Zealand outdoor environment. Journal of Pragmatics, 175, 81–93.Google Scholar
Bateman, A., and Carr, M. (2017). Pursuing a telling: managing a multi-unit turn in children’s storytelling. In Bateman, A. and Church, A. (eds.), Children and Knowledge: Studies in Conversation Analysis (pp. 91–110). Singapore: Springer.Google Scholar
Bateman, A., Danby, S., and Howard, J. (2013). Living in a broken world: how young children’s well-being is supported through playing out their earthquake experiences. International Journal of Play, 2(3), 202–219.Google Scholar
Bateman, A., and Waters, J. (2013). Asymmetries of knowledge between children and teachers on a New Zealand bush walk. Australian Journal of Communication, 40(2), 19–32.Google Scholar
Bateman, A., and Waters, J. (2018). Risk-taking in the New Zealand bush: issues of resilience and wellbeing. Asia Pacific Journal of Research in ECE, 12(2), 7–29.Google Scholar
Carr, M., Lee, W., and Jones, C. (2004–2009). Kei tua o te pae: Assessment for Learning: Early Childhood Exemplars. Wellington: Learning Media.Google Scholar
Carr, M., Lee, W., and Jones, C. (2004). An Introduction to Kei Tua o te Pae: He Whakamōhiotanga ki Kei Tua o te Pae (Book 1). Wellington: Learning Media.Google Scholar
Csikszentmihalyi, M. (1990). Literacy and Intrinsic Motivation. Daedalus, 119(2), 115–140.Google Scholar
Enfield, N. J. (2011). Sources of asymmetry in human interaction: enchrony, status, knowledge and agency. In Stivers, T., Mondada, L., and Steensig, J. (eds.), The Morality of Knowledge in Conversation (pp. 285–312). Cambridge: Cambridge University Press.Google Scholar
Goffman, E. (1961). Encounters: Two Studies in the Sociology of Interaction. Indianapolis, IN: Bobbs-Merrill.Google Scholar
Goffman, E. (1963). Behavior in Public Places: Notes on the Social Organization of Gatherings. New York, NY: Free Press.Google Scholar
Goffman, E. (1981). Forms of Talk. Pennsylvania, PA: University of Pennsylvania Press.Google Scholar
Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633.Google Scholar
Goodwin, M. H. (2006). Participation, affect, and trajectory in family directive/response sequences. Text & Talk, 26(4/5), 513–541.Google Scholar
Goodwin, M. H. (2007). Participation and embodied action in preadolescent girls’ assessment activity. Research on Language and Social Interaction, 40(4), 353–375. https://doi.org/10.1080/08351810701471344Google Scholar
Goodwin, M. H., and Goodwin, C. (2000). Emotion within situated activity. In Duranti, A. (ed.), Linguistic Anthropology: A Reader(pp. 239–257). Oxford: Blackwell.Google Scholar
Goodwin, M.H., and Goodwin, C. (2004). Participation. In Duranti, A. (ed.), A Companion to Linguistic Anthropology (pp. 222–243). Oxford: Blackwell.Google Scholar
Heritage, J. (1984). A change-of-state token and aspects of its sequential placement. In Atkinson, J. M. and Heritage, J. (eds.), Structures of Social Action (pp. 299–345). Cambridge: Cambridge University 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. https://doi.org/10.1016/j.tate.2016.02.002Google Scholar
Houen, S., Danby, S., Farrell, A., and Thorpe, K. (2018). Adopting an unknowing stance in teacher–child interactions through ‘I wonder…’ formulations. Classroom Discourse, 10(2), 1–17. https://doi.org/10.1080/19463014.2018.1518251Google Scholar
Kendon, A. (1990a). Spatial organization in social encounters: the F-formation system. In Kendon, A. (ed.), Conducting Interaction: Patterns of Behavior in Focused Encounters (pp. 209–238). Cambridge: Cambridge University Press.Google Scholar
Kendon, A. (1990b). Behavioral foundations for the process of frame-attunement in face-to-face interaction. In Kendon, A. (ed.), Conducting Interaction: Patterns of Behavior in Focused Encounters (pp. 239–262). Cambridge: Cambridge University Press.Google Scholar
Koole, T., and Elbers, E. (2014). Responsiveness in teacher explanations: a conversation analytic perspective on scaffolding. Linguistic & Education, 26, 57–69.Google Scholar
Mandelbaum, J. (2013). Storytelling in conversation. In Sidnell, J. and Stivers, T. (eds.), Handbook of Conversation Analysis (pp. 492–508). Cambridge: Cambridge University Press.Google Scholar
Ministry of Education. (1996). Te Whāriki: He Whāriki mātauranga mō ngā mokopuna ō Aotearoa: Early Childhood Curriculum. Wellington, New Zealand: Learning Media.Google Scholar
Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive Development in Social Context. Oxford; Oxford University Press.CrossRefGoogle Scholar
Rogoff, B. (2003). The Cultural Nature of Human Development. Oxford: Oxford University Press.Google Scholar
Rowe, M. B. (1986). Wait time: slowing down may be a way of speeding up. Journal of Teacher Education, 37(1), 43–50.Google Scholar
Sacks, H. (1992). Lectures on Conversation (vols. I & II). Oxford: Blackwell.Google Scholar
Sacks, H., Schegloff, E. A., and Jefferson, G. (1974). A simplest systematics for the organisation of turn-taking for conversation. Language, 50, 696–735.Google Scholar
Schaughency, E., Suggate, S., and Reese, E. (2017). Links between early oral narrative and decoding skills and later reading in a New Zealand sample. Australian Journal of Learning Difficulties, 22, 109–132. https://doi.org/10.1080/19404158.2017.1399914Google Scholar
Schegloff, E. A. (1992). Repair after next turn: the last structurally provided defense of intersubjectivity in conversation. The American Journal of Sociology, 97(5), 1295–1345.Google Scholar
Siraj-Blatchford, I., Sylva, K., Muttock., S., Gilden, R., and Bell, D. (2002). Researching Effective Pedagogy in the Early Years. DfES Research Report 365. London: HMSO.Google Scholar
Theobald, M. (2019). Scaffolding storytelling and participation with a bilingual child in a culturally and linguistically diverse preschool in Australia. Research on Children and Social Interaction, 3(1–2), 224–247.Google Scholar
Vygotsky, L. (1962). Thought and Language. Cambridge, MA: MIT Press.Google Scholar
Waters, J., and Bateman, A. (2013). Revealing the interactional features of learning and teaching moments in outdoor activity. European Early Childhood Education Research Journal, 21(2), 1–13.Google Scholar
Wood, D. J., Bruner, J. S., and Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychiatry and Psychology, 17(2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.xGoogle Scholar

References

Alibali, M., and Nathan, M. (2012). Embodiment in mathematics teaching and learning: evidence from learners’ and teachers’ gestures. Journal of the Learning Sciences, 21(2), 247–286.Google Scholar
Bateman, A., and Roberts, P. (2018). Morality at play: pretend play in five-year-old children. Research on Children and Social Interaction, 2(2), 195–212.Google Scholar
Bateman, M. (2020). Young children’s affective stance through embodied displays of emotion during tellings. Text & Talk, 40(5), 653–668.Google Scholar
Burdelski, M. (2012). Language socialization and politeness routines. In Duranti, A., Ochs, E., and Schiefferlin, B. (eds.), The Handbook of Language Socialization (pp. 275–295). Chichester: Wiley-Blackwell.Google Scholar
Burdelski, M. (2020). Teacher compassionate touch in a Japanese preschool. Social interaction. Video-Based Studies of Human Sociality, 3(1). https://doi.org/10.7146/si.v3i1.120248Google Scholar
Call, J., and Carpenter, M. (2002).Three sources of information in social learning. In Dautenhahn, K. (ed.), Complex Adaptive Systems. Imitation in Animals and Artifacts (pp. 211–228). Cambridge, MA: MIT Press.Google Scholar
Cekaite, A. (2010). Shepherding the child: embodied directive sequences in parent–child interactions. Text & Talk, 30(1), 1–25.Google Scholar
Cekaite, A. (2015). The coordination of talk and touch in adults’ directives to children: touch and social control. Research on Language and Social Interaction, 48(2), 152–175.Google Scholar
Cekaite, A. (2016). Touch as social control: haptic organization of attention in adult-child interactions. Journal of Pragmatics, 92, 30–42.Google Scholar
Condon, W. S., and Ogston, W. D. (1971). Speech and body motion synchrony of speaker-hearer. In Horton, D. L. and Henkings, J. (eds.), Perception of Language (pp. 150–173). Columbus, OH: Merill.Google Scholar
Condon, W. S., and Sander, L. W. (1974). Neonate movement is synchronized with adult speech: interactional participation and language acquisition. Science, 183, 99–101.Google Scholar
Dalgren, S. (2017). Questions and answers, a seesaw and embodied action: how a preschool teacher and children accomplish educational practice. In Bateman, A. and Church, A. (eds.), Children’s Knowledge-in-Interaction. Studies in Conversation Analysis (pp. 37–56). Singapore: Springer.Google Scholar
Filipi, A. (2009). Toddler and Parent Interaction: The Organisation of Gaze, Pointing, and Vocalisation. Amsterdam: John Benjamins.Google Scholar
Gallagher, S. (2009). Philosophical antecedents to situated cognition. In Robbins, P. and Aydede, M., (eds.), The Cambridge Handbook of Situated Cognition. Cambridge: Cambridge University Press.Google Scholar
Gardner, R., and Mushin, I. (2017). Epistemic trajectories in the classroom: how children respond to informing sequences. In Bateman, A. and Church, A. (eds.), Children’s Knowledge-in-Interaction. Studies in Conversation Analysis (pp. 13–36). Singapore: Springer.Google Scholar
Gerofsky, S. (2012). Mathematical learning and gesture: character viewpoint and observer viewpoint in students’ gestured graphs of functions. In Coletta, J.-M. and Guidetti, M. (eds.), Gesture and Multimodal Development (pp. 199–220). Amsterdam: John Benjamins.Google Scholar
Gogathe, L. J., and Bahrick, L. E. (2001). Intersensory redundancy and 7-month-old infants’ memory for arbitrary syllable-object relations. Infancy, 2(2), 219–231.Google Scholar
Goldin-Meadow, S. (2003). Hearing Gesture: How Our Hands Help Us Think. Cambridge, MA: Harvard University Press.Google Scholar
Goldin-Meadow, S., Cook, S. W., and Mitchell, Z. A. (2009). Gesturing gives children new ideas about math. Psychological Science, 20(3), 267–272.Google Scholar
Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633.Google Scholar
Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32(10), 1489–1522.Google Scholar
Goodwin, C. (2013). The co-operative, transformative organization of human action and knowledge. Journal of Pragmatics, 46(1), 8–23.Google Scholar
Goodwin, C. (2018). Co-operative action. Cambridge: Cambridge University Press.Google Scholar
Goodwin, M. H. (2007). Participation and embodiment in preadolescent girls’ assessment activity. Research on Language and Social Interaction, 40(4), 353–375.Google Scholar
Goodwin, M. H. (2017). Haptic sociality: the embodied interactive constitution of intimacy through touch. In Meyer, C., Streeck, J., and Jordan, S. (eds.), Intercorporeality. Emerging Socialities in Interaction (pp. 73–102). Oxford: Oxford University Press.Google Scholar
Goodwin, M. H., and Cekaite, A. (2013). Calibration in directive/response sequences in family interaction. Journal of Pragmatics, 46, 122–138.CrossRefGoogle Scholar
Goodwin, M. H., and Cekaite, A. (2018). Embodied Family Interaction. Practices of Control, Care, and Mundane Activities. London, New York: Routledge.Google Scholar
Heritage, J. (1984). A change-of-state-token and aspects of its sequential placement. In Atkinson, J. and Heritage, J. (eds.), Structures of Social Action. Studies in Conversation Analysis (pp. 219–248). Cambridge: Cambridge University Press.Google Scholar
Hindmarsh, J., Reynolds, P., and Dunne, S. (2011). Exhibiting understanding: the body in apprenticeship. Journal of Pragmatics, 43, 289–503.Google Scholar
Hostetter, A., and Alibali, M. (2008). Visible embodiment: gestures as simulated actions. Psychonomic Bulletin & Review, 15(3), 495–514.Google Scholar
Jakonen, T. (2015). Handling knowledge: using classroom materials to construct and interpret information requests. Journal of Pragmatics, 89, 100–112.Google Scholar
Jakonen, T., and Niemi, K. (2020). Managing participation and turn-taking in children’s digital activities: touch in blocking a peer’s hand. Social Interaction. Video-Based Studies of Human Sociality, 3(1). https://doi.org/10.7146/si.v3i1.120250Google Scholar
Kääntä, L., and Piirainen-Marsh, A. (2013). Manual guiding in peer group interaction: a resource for organizing a practical classroom task. Research on Language and Social Interaction, 46(4), 322–343.Google Scholar
Kendon, A. (2010). Spacing and orientation in co-present interaction. In Esposito, A., Campbell, N., Vogel, C., Hussain, A., and Nijholt, A. (eds.), Development of Multimodal Interfaces: Active Listening and Synchrony. Lecture Notes in Computer Science, vol. 5967. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978–3-642–12397-9_1Google Scholar
Kern, F. (2018a). Clapping hands with the teacher. What synchronization reveals about learning. Journal of Pragmatics, 125, 28–42.Google Scholar
Kern, F. (2018b). Mastering the body. Correcting bodily conduct in adult-child interaction. Research on Children and Social Interaction, 2(2), 213–234.Google Scholar
Kern, F. (2020). Interactional and multimodal resources in children’s game explanations. Research on Children and Social Interaction, 4(1), 7–27.Google Scholar
Kidwell, M. (2011). Epistemics and embodiment in the interaction with very young children. In Stivers, T., Mondada, L., and Steensig, J. (eds.), The Morality of Knowledge in Conversation (pp. 257–283). Cambridge: Cambridge University Press.Google Scholar
Lakoff, G., and Johnson, M. (1981). Metaphors We Live By. Chicago, IL: University of Chicago Press.Google Scholar
Meltzoff, A. (2007). ‘Like me’: a foundation for social cognition. Developmental Science, 10(1), 126–134.Google Scholar
Merleau-Ponty, M. (1962). Phenomenology of Perception. London: Routledge.Google Scholar
Mondada, L. (2011). Understanding as an embodied, situated and sequential achievement in interaction. Journal of Pragmatics, 43(2), 542–552.Google Scholar
Mondada, L. (2019). Challenges of multimodality: language and the body in social interaction. Journal of Sociolinguistics, 20(3), 336–366.Google Scholar
Mundy, P., Block, J., Delgado, C., Pomares, Y., Hecke, A.V., and Parlade, M. A. (2007). Individual differences and the development of joint attention. Child Development, 78(3), 938–954.Google Scholar
Nomikou, I., and Rohlfing, K. (2011). Language does something: body action and language in maternal input to three-month-olds. IEEE Transactions on Autonomous Mental Development, 3(2), 113–128.Google Scholar
Nomikou, I., Koke, M., and Rohlfing, K. (2017). Verbs in mothers’ input to six-month-olds: synchrony between presentation, meaning and actions is related to later verb acquisition. Brain Sciences, 7(5), 52. https://doi.org/10.3390/brainsci7050052Google Scholar
Rambusch, J., and Ziemke, T. (2005). The role of embodiment in situated learning. In Bara, B. G., Barsalou, L., and Bucciarelli, M. (eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 1113–1118). Mahwah, NJ: Erlbaum.Google Scholar
Roth, W.-M. (2002). Gestures: their role in teaching and learning. Review of Educational Research, 71, 365–392.Google Scholar
Streeck, J. (2009). Gesturecraft. The manufacture of meaning. Amsterdam: Benjamins.Google Scholar
Streeck, J., Goodwin, C., and LeBaron, C. (2011). Embodied interaction in the material world: an introduction. In Streeck, J., Goodwin, C., and LeBaron, C. (eds.), Embodied Interaction. Language and Body in the Material World (pp. 1–26). Cambridge: Cambridge University Press.Google Scholar
Thorne, S. L., Hellermann, J., Jones, A., and Lester, D. (2015). Interactional practices and artifact orientation in mobile augmented reality game play. Psychology Journal, 13(2–3), 259–286.Google Scholar
Tomasello, M., and Carpenter, M. (2007). Shared intentionality. Developmental Science, 10(1), 121–125.Google Scholar
Trevarthan, C. (1998). The concept and foundations of infant intersubjectivity. In Braten, S. (ed.), Intersubjective Communication and Emotion in Early Ontogeny (pp. 15–46). Cambridge: Cambridge University Press.Google Scholar
Tulbert, E., and Goodwin, M. H. (2011). Choreographies of attention. Multimodality in a routine activity. In Streeck, J., Goodwin, C., and LeBaron, C. (eds.), Embodied Interaction. Language and Body in the Material World (pp. 79–92). Cambridge: Cambridge University Press.Google Scholar
Wilson, R. A., and Foglia, L. (2017). Embodied cognition. Stanford Encyclopedia of Philosophy Website. Last modified 8 December 2015. Accessed 1 October 2020. Available at: plato.stanford.edu/entries/embodied-cognitionGoogle Scholar
Wilson., A., and Golonka, S. (2013). Embodied cognition is not what you think it is. Frontiers in Psychology (online). https://doi.org/10.3389/fpsyg.2013.00058Google Scholar
Zemel, A., and Koschmann, T. (2014). ‘Put your finger right in here’: learnability and instructed experience. Discourse Studies, 6(2), 163–183.Google Scholar

References

Ahn, J. (2010). ‘I’m not scared of anything!’ Emotion as social power in children’s worlds. Childhood, 17, 94–112.Google Scholar
Ahn, J. (2016). ‘Don’t Cry, You’re Not a Baby!’: emotion, role and hierarchy in Korean language socialisation practice. Children & Society, 30, 12–24.Google Scholar
Andrén, M., and Cekaite, A. (2016). Don’t laugh! Socialization of laughter and smiling in pre-school and school settings. In Bateman, A. & Church, A. (eds.), Children’s Knowledge-in-Interaction: Studies in Conversation Analysis (pp. 127–147). Singapore: Springer.Google Scholar
Bateman, A. (2015). Conversation Analysis and Early Childhood Education. The Co-production of Knowledge and Relationships. Surrey: Ashgate Publishing.Google Scholar
Bateman, A. (2020). Young children’s affective stance through embodied displays of emotion during tellings. Text & Talk, 40, 643–668.Google Scholar
Bergnéhr, D., and Cekaite, A. (2018). The forms and functions of touch in a Swedish preschool. International Journal of Early Education, 26, 312–331.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.Google Scholar
Björk-Willén, P., and Aronsson, K. (2014). Preschoolers’ ‘animation’ of computer games. Mind Culture and Activity, 21, 316–318.Google Scholar
Burdelski, M. (2010). Socializing politeness routines: action, other-orientation, and embodiment in a Japanese preschool. Journal of Pragmatics 42, 1606–1621.Google Scholar
Burdelski, M. (2013). ‘I’m sorry, flower’. Socializing apology, relationships, and empathy in Japan. Pragmatics and Society, 4(1), 54–81.Google Scholar
Burdelski, M. (2020). ‘Say can I borrow it’: teachers and children managing peer conflict in a Japanese preschool. Linguistics and Education, 59, 100728.Google Scholar
Burdelski, M. and Evaldsson, A-C. (2019). Young children’s multimodal and collaborative tellings in family and preschool interaction. Research on Children and Social Interaction, 3, 1–5.Google Scholar
Burdelski, M., and Mitsuhashi, K. (2010). ‘She thinks you’re kawaii’: socializing affect, gender and relationships in a Japanese preschool. Language in Society, 39, 65–93.Google Scholar
Calkins, S., and Hill, A. (2007). Caregiver influences on emerging emotion regulation. In Gross, J. (ed.), Handbook of Emotion Regulation (pp. 229–248). New York, NY: Guilford Press.Google Scholar
Cekaite, A. (2012). Affective stances in teacher-student interactions: language, embodiment, and willingness to learn. Language in Society, 41, 641–670.Google 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 and perspective taking in a Swedish preschool. Linguistics and Education, 59(2), 100753.Google Scholar
Cekaite, A., and Andrén, M. (2019). Children’s laughter and emotion sharing with peers and adults in the preschool. Frontiers in Psychology, 10, 852.Google Scholar
Cekaite, A., and Björk-Wilén, P. (2018). Enchantment in storytelling: co-operation and participation in children’s aesthetic experience. Linguistics and Education, 48, 52–60.Google Scholar
Cekaite, A., and Burdelski, M. (2021). Crying and crying responses: a cross-cultural exploration of pragmatic socialization in a Swedish and Japanese preschool. Journal of Pragmatics (online). https://doi.org/10.1016/J.PRAGMA.2021.03.012Google Scholar
Cekaite, A., and Ekström, A. (2019). Emotion socialization in teacher-child interactions: teacher responses to children’s negative emotions. Frontiers in Psychology, 10, 185.Google Scholar
Cekaite, A., and Holm Kvist, M. (2017). The comforting touch. Tactile intimacy and touch in managing children’s distress. Research on Language and Social Interaction, 50, 109–127.Google Scholar
Curriculum for the Preschool, Lpfö 2018. Available at: www.skolverket.se/publikationsserier/styrdokument/2019/curriculum-for-the-preschool-lpfo-18 [last accessed 12 December 2021].Google Scholar
Danby, S., and Baker, C. (1998). ‘What’s the problem?’: restoring social order in the preschool classroom. In Hutchby, I. and Moran-Ellis, J. (eds.), Children and Social Competence: Arenas of Action (pp. 157–186). London: Falmer.Google Scholar
Danby, S., and Theobald, M. (2012). Disputes in Everyday Life: Social and Moral Orders of Children and Young People. New York, NY: Emerald.Google Scholar
Demuth, C. (2012). Socializing infants toward a cultural understanding of expressing negative affect. A Bakhtinian informed discursive psychology approach. Mind, Culture and Activity, 20(1), 1–23.Google Scholar
Denham, S., Bassett, H., and Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Educational Journal, 40(3), 137–143.Google Scholar
Du Bois, J., and Kärkkäinen, E. (2012). Taking a stance on emotion: affect, sequence, and intersubjectivity in dialogic interaction. Text & Talk, 32(4), 433–451.Google Scholar
Dunn, J. (2003). Emotional Development in Early Childhood: A Social Relational Perspective. In Davidson, R., Scherer, S., and Goldsmith, H. (eds.), Handbook of Affective Sciences (pp. 332–346). Oxford: Oxford University Press.Google Scholar
Evaldsson, A-C., and Melander Bowden, H. (2020). Co-constructing a child as disorderly: moral character work in narrative accounts of upsetting experiences. Text &Talk, 40, 599–622.Google Scholar
Goodwin, M. H. (1990). He-Said-She-Said. Bloomington, IN: Indiana University Press.Google Scholar
Goodwin, M., Cekaite, A., Goodwin, C. (2012). Emotion as stance. In Peräkylä, A. and Sorjonen, M. (eds.), Emotion in Interaction (pp. 16–41). Oxford: Oxford University Press.Google Scholar
Hepburn, A. (2004). Crying: Notes on description, transcription, and interaction. Research on Language and Social Interaction, 37(3), 251–290.Google Scholar
Hilppö, J., Rajala, A., and Lipponen, L. (2019). Compassion in children’s peer cultures. In Barton, G. and Garvis, S. (eds.), Compassion and Empathy in Educational Context (pp. 79–95). Basingstoke: Palgrave Macmillan.Google Scholar
Holm Kvist, M. (2018). Children’s crying in play conflicts. A locus for moral and emotional socialization. Research on Children and Social Interaction, 2, 153–176.Google Scholar
Holm Kvist, M., and Cekaite, A. (2021). Emotion socialization – compassion or non-engagement – in young children’s responses to peer distress. Language, Culture, and Social Interaction (online). https://doi.org/10.1016/j.lcsi.2020.100462Google Scholar
Hsuenh, Y., and Tobin, J. (2003). Chinese early educators’ perspectives on dealing with a crying child. Journal of Early Childhood Research, 1(1), 73–94.Google Scholar
Johnson, S. J. (2017). Multimodality and footing in peer correction in reading picture books. Linguistics and Education, 41, 20–34.Google Scholar
Jools, P., and Elfer, P. (2013). The emotional complexity of attachment interactions in nursery. European Early Childhood Education Research Journal, 21(4), 553–567.Google Scholar
Kampf, Z., and Blum-Kulka, S. (2007). Do children apologize to each other? Apology events in young Israeli peer discourse. Journal of Politeness Research Language Behaviour Culture, 3(1), 11–37.Google Scholar
Kern, F. (2018). Mastering the body: correcting bodily conduct in adult–child interaction. Research on Children and Social Interaction, 2, 213–234.Google Scholar
Kidwell, M. (2013). Interaction among children. In Sidnell, J. and Stivers, T. (eds.), The Handbook of Conversation Analysis (pp. 511–532). Chichester: Wiley Blackwell.Google Scholar
Kusserow, A. (2004). American Individualisms: Child Rearing and Social Class in Three Neighborhoods. New York, NY: Palgrave Macmillan.Google Scholar
Kyratzis, A. (2001). Emotion talk in preschool same-sex friendship groups: fluidity over time and context. Early Education and Development, 12, 359–92.Google Scholar
Kyratzis, A. (2017). Peer ecologies for learning how to read: exhibiting reading, orchestrating participation, and learning over time in bilingual Mexican-American preschoolers’ play enactments of reading to a peer. Linguistics and Education, 41, 7–19.Google Scholar
Kyratzis, A., and Köymen, B. (2020). Morality-in-interaction: toddlers’ recyclings of institutional discourses of feeling during peer disputes in daycare. Text & Talk, 40(5), 623–642.Google Scholar
Lipponen, L., Rajala, A., and Hilppö, J. (2018). Compassion and emotional worlds in early childhood education. In Pascal, C., Bertram, T., and Veisson, M. (eds.), Early Childhood Education and Change in Diverse Cultural Contexts (pp. 168–178). New York, NY: Routledge.Google Scholar
Moore, E. (2020). ‘Be friends with all the children’: friendship, group membership, and conflict management in a Russian preschool. Linguistics and Education, 59, 10074. https://doi.org/10.1016/j.linged.2019.06.003Google Scholar
Morita, E. (2019). Japanese two-year-olds’ spontaneous participation in storytelling activities as social interaction. Research on Children and Social Interaction, 3, 65–91.Google Scholar
Ochs, E., and Capps, L. (2001). Living Narrative: Creating Lives in Everyday Storytelling. London: Harvard University Press.Google Scholar
Ochs, E., and Schieffelin, B. (2012). The theory of language socialization. In Duranti, A., Ochs, E., and Schieffelin, B. (eds.), The Handbook of Language Socialization (pp. 1–22). Chichester: Wiley Blackwell.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
Reynolds, E. (2006). Guiding Young Children: A Child-centered Approach (4th ed.). Mountain View, CA: Mayfield.Google Scholar
Stern, D. (1985). The Interpersonal World of the Infant. New York, NY: Basic Books.Google Scholar
Tomasello, M. (2019). Becoming Human: A Theory of Human Ontogeny. Cambridge, MA: Harvard University Press.Google Scholar

References

Antaki, C., and Widdicombe, S. (eds.). (1998). Identities in Talk. London: Sage Publications.Google Scholar
Atkinson, J. M., and Heritage, J. (eds.). (1984). Structures of Social Action: Studies in Conversation Analysis. Cambridge: Cambridge University Press.Google Scholar
Austin, J. L. (1962). How to Do Things with Words. Oxford: Oxford University Press.Google Scholar
Bateman, A., and Kern, F. (2018). Childhood interaction: establishing, maintaining and changing the moral order. Research on Children and Social Interaction, 2(2), 147–152.Google Scholar
Björk-Willén, P. (2018). Learning to apologize: moral socialisation as an interactional practice in preschool. Research on Children and Social Interaction, 2(2), 177–194.Google Scholar
Burdelski, M. (2010). Socializing politeness routines: action, other-orientation, and embodiment in a Japanese preschool. Journal of Pragmatics, 42(6), 1606–1621.Google Scholar
Burdelski, M. (2011). Language socialisation and politeness routines. In Duranti, A., Ochs, E., and Schieffelin, B.B. (eds.), The Handbook of Language Socialisation (pp. 275–295). Malden, MA: Wiley-Blackwell.Google Scholar
Burdelski, M. (2015). Reported speech as cultural gloss and directive: socializing norms of speaking and acting in Japanese caregiver-child triadic interaction. Text & Talk, 35(5), 575–595.Google Scholar
Burdelski, M. (2019). Emotion and affective stance in language socialization. In Pritzker, S. E., Fenigsen, J., and Wilce, J. M. (eds.), The Routledge Handbook of Language and Emotion (pp. 28–48). London: Routledge.Google Scholar
Burdelski, M. (2020). ‘Say can I borrow it’: teachers and children managing peer conflict in a Japanese preschool. Linguistics and Education, 59, 1–11.Google Scholar
Burdelski, M. (2021). Classroom socialisation: repair and correction in Japanese as a heritage language. Classroom Discourse, 12(3), 255–279.Google Scholar
Burdelski, M., and Cekaite, A. (2020). Control touch in caregiver-child interaction: embodied organization in triadic medication of peer conflict. In Cekaite, A. and Mondada, L. (eds.), Touch in Social Interaction: Touch, Language and Body (pp. 103–123). London: Routledge.Google Scholar
Burdelski, M., and Mitsuhashi, K. (2010). ‘She thinks you’re kawaii’: socializing affect, gender, and relationships in a Japanese preschool. Language in Society, 39(1), 65–93.Google Scholar
Cekaite, A. (2020). Triadic conflict mediation as socialisation into perspective taking in Swedish preschools. Linguistics and Education, 59, 1–9.Google Scholar
Craven, A., and Potter, J. (2010). Directives: entitlement and contingency in action. Discourse Studies, 12(4), 419–442.Google Scholar
Curl, T. S., and Drew, P. (2008). Contingency and action: a comparison of two forms of requesting. Research on Language and Social Interaction, 41(2), 129–153.Google Scholar
The Douglas Fir Group (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100(S1), 19–47.Google Scholar
Drew, P., and Couper-Kuhlen, E. (eds.). (2014). Requesting in Social Interaction. Amsterdam: John Benjamins.Google Scholar
Ervin-Tripp, S. (1976). ‘Is Sybil there?’ The structure of some American English directives. Language in Society, 5, 25–66.Google Scholar
Goffman, E. (1981). Forms of Talk. Philadelphia, PA: University of Pennsylvania.Google Scholar
Goodwin, C. (2007). Interactive footing. In Holt, E. and Clift, R. (eds.), Reporting Talk: Reported Speech in Interaction (pp. 16–46). Cambridge: Cambridge University Press.Google Scholar
Goodwin, M. H. and Cekaite, A. (2013). Calibration in directive/response sequences in family interaction. Journal of Pragmatics, 46(1), 122–138.Google Scholar
Goodwin, M. H., Cekaite, A., and Goodwin, C. (2012). Emotion as stance. In Sorjonen, M-L and Perakyla, A. (eds.), Emotion in Interaction (pp. 16–41). Oxford: Oxford University Press.Google Scholar
He, A. W. (2000). Grammatical and sequential organization of teachers’ directives. Linguistics and Education, 11(2), 119–140.Google Scholar
Heritage, J. (2012). Epistemics in action: action formation and territories of knowledge. Research on Language and Social Interaction, 45(1), 1–29.Google Scholar
Hill, B., Ide, S., Ikuta, S., Kawasaki, A., and Ogino., T. (1986). Universals of linguistic politeness: quantitative evidence from Japanese and American English. Journal of Pragmatics, 10, 347–371.Google Scholar
Holt, E., and Clift, R. (eds.). (2007). Reporting Talk: Reported Speech in Interaction. Cambridge: Cambridge University Press.Google Scholar
Hood, L., and Schieffelin, B. B. (1978). Elicited imitation in two cultural contexts. Quarterly Newsletter of the Institute for Comparative Human Development, 2(1), 4–12.Google Scholar
Jacoby, S., and Ochs, E. (1995). Co-construction: an introduction. Research on Language and Social Interaction, 28(3), 171–183.Google Scholar
Jefferson, G. (1987). On exposed and embedded correction in conversation. In Button, G. and Lee, J. R. E. (eds.), Talk and Social Organization (pp. 86–100). Clevedon, Bristol: Multilingual Matters.Google Scholar
Kimura, D., Malabarba, T., and Hall, J. K. (2018). Data collection considerations for classroom interaction research: a conversation analytic perspective. Classroom Discourse, 9(3), 185–204.Google Scholar
Kryatzis, A., and Köymen, B. (2020). Morality-in-interaction: toddlers’ recyclings of institutional discourses of feeling during peer disputes in daycare. Text & Talk, 40(5), 623–642.Google Scholar
LeMaster, B. (2020). ‘Theresa! Don’t pull her hair! You’ll hurt her!’: peer intervention and embodiment in U.S. preschools. Linguistics and Education, 59, 1–8.Google Scholar
Lyons, J. (1981). Language and Linguistics: An Introduction. Cambridge: Cambridge University Press.Google Scholar
Moore, E. (2020). ‘Be friends with all the children’: friendship, group membership, and conflict management in a Russian preschool. Linguistics and Education, 59, 1–12.Google Scholar
Moore, E., and Burdelski, M. (2020). Peer conflict and language socialisation in preschool: introduction to special issue. Linguistics and Education, 59, 1–6.Google Scholar
Ochs, E. (1990). Indexicality and socialisation. In Stigler, J. W., Shweder, R. A., and Herdt, G. (eds.), Cultural Psychology: Essays on Comparatives Human Development (pp. 287–308). Cambridge: Cambridge University Press.Google Scholar
Ochs, E. (1993). Constructing social identity: a language socialisation perspective. Research on Language and Social Interaction, 26(3), 287–306.Google Scholar
Ochs, E. (1996). Linguistic resources for socializing humanity. In Gumperz, J. J. and Levinson, S. C. (eds.), Rethinking Linguistic Relativity (pp. 407–437). Cambridge: Cambridge University Press.Google Scholar
Ochs, E., and Schieffelin, B. B. (1984). Language socialisation: three developmental stories. In Shweder, R. A. and Levine, R. A. (eds.), Culture Theory: Essays on Mind, Self, and Emotion. Cambridge: Cambridge University Press.Google Scholar
Ochs, E., and Schieffelin, B. B. (1989). Language has a heart. Text, 9(1), 7–25.Google Scholar
Ochs, E., and Schieffelin, B. B. (2011). The theory of language socialisation. In Duranti, A., Ochs, E., and Schieffelin, B. B. (eds.), The Handbook of Language Socialisation (pp. 1–21). Malden, MA: Wiley Blackwell.Google Scholar
Peirce, C. (1955). Philosophical Writings of Peirce: Selected and Edited with an Introduction by J. Buchler. New York, NY: Dover.Google Scholar
Schegloff, E. A. (2007). Sequence Organization in Interaction: A Primer in Conversation Analysis. Cambridge: Cambridge University Press.Google Scholar
Schieffelin, B. B., and Ochs, E. (1986). Language socialisation. Annual Review of Anthropology, 15(1), 163–246.Google Scholar
Searle, J. R. (1969). Speech Acts: An Essay in the Philosophy of Language. Cambridge: Cambridge University Press.Google Scholar
Silverstein, M. (1976). Shifters, linguistic categories and cultural description. In Basso, K. H. and Selby, Henry A. (eds.), Meaning in Anthropology (pp. 11–55). Albuquerque, NM: University of New Mexico Press.Google Scholar
Stivers, T., Mondada, L., and Steensig, J. (eds.). (2011). The Morality of Knowledge in Conversation. Cambridge: Cambridge University Press.Google Scholar
Takada, A. (2013). Generating morality in directive sequences: distinctive strategies for developing communicative competence in Japanese caregiver-child interactions. Language & Communication, 33, 420–438.Google Scholar
Takada, A., and Endo, T. (2015). Object transfer in request-accept sequence in Japanese caregiver-child interaction. Journal of Pragmatics, 82, 52–66.Google Scholar

References

Bateman, A. (2015). Conversation Analysis and Early Childhood Education: The Co-production of Knowledge and Relationships. Farnham: Ashgate Publishing Company.Google Scholar
Bateman, A., and Carr, M. (2017). Pursuing a telling: managing a multi-unit turn in children’s storytelling. In Bateman, A. and Church, A. (eds.), Children’s Knowledge-in-Interaction (pp. 91–109). Singapore: Springer. https://doi.org/10.1007/978-981-10-1703-2_6Google Scholar
Bateman, A., and Church, A. (eds.) (2017). Children’s Knowledge-in-Interaction: Studies in Conversation Analysis. Singapore: Springer.Google Scholar
Bernstein, B. (ed.) (2003). Class, Codes and Control. Volume 4: Structuring of Pedagogic Discourse. New York, NY: Routledge.Google Scholar
Clark, H. H. (1996). Using Language. Cambridge: Cambridge University Press.Google Scholar
Drew, P. (1997). ‘Open’ class repair initiators in response to sequential sources of troubles in conversation. Journal of Pragmatics, 28, 69–101.Google Scholar
Eskildsen, S., and Majlesi, A. (2018). Learnables and teachables in second language talk. The Modern Language Journal, 102(S1), 3–10.Google Scholar
Filipi, A. (2009). Toddler and Parent Interaction: The Organisation of Gaze, Pointing and Vocalisation (vol. 192). Amsterdam: John Benjamins. https://doi.org/10.1075/pbns.192Google Scholar
Filipi, A. (2018). Making knowing visible: tracking the development of the response token yes in second turn position. In Pekarek Doehler, S., Wagner, J., and González-Martínez, E. (eds.), Longitudinal Studies on the Organization of Social Interaction (pp. 39–66). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/978-1-137-57007-9_2J.MGoogle Scholar
Gardner, R. (2007). The right connections: acknowledging epistemic progression in talk. Language in Society, 36(3). https://doi.org/10.1017/S0047404507070169Google Scholar
Gardner, R., and Mushin, I. (2013). Teachers telling: informings in an early years classroom. Australian Journal of Communication, 40(2), 63–81.Google Scholar
Gardner, R., and Mushin, I. (2017). Epistemic trajectories in the classroom: how children respond in informing sequences. In Bateman, A. and Church, A. (eds.), Children’s Knowledge-in-Interaction (pp. 13–36). Singapore: Springer. https://doi.org/10.1007/978–981-10–1703-2_2Google Scholar
Garfinkel, H. (1967). Studies in Ethnomethodology. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Heller, V. (2017). Managing knowledge claims in classroom discourse: the public construction of a homogeneous epistemic status. Classroom Discourse, 8(2), 156–174. https://doi.org/10.1080/19463014.2017.1328699Google Scholar
Heritage, J. (1984). A change-of-state token and aspects of its sequential placement. In Atkinson, M. & Heritage, J. (eds.), Structures of Social Action: Studies in Conversation Analysis (pp. 299–345). Cambridge: Cambridge University Press.Google Scholar
Heritage, J. (2012a). Epistemics in action: action formation and territories of knowledge. Research on Language & Social Interaction, 45(1), 1–29. https://doi.org/10.1080/08351813.2012.646684Google Scholar
Heritage, J. (2012b). The epistemic engine: sequence organization and territories of knowledge. Research on Language & Social Interaction, 45(1), 30–52. https://doi.org/10.1080/08351813.2012.646685Google Scholar
Heritage, J. (2012c). Epistemics in conversation. In Sidnell, J. and Stivers, T. (eds.), The Handbook of Conversation Analysis (pp. 370–394). Chichester: John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118325001.ch18Google Scholar
Heritage, J., and Raymond, G. (2005). The terms of agreement: indexing epistemic authority and subordination in talk-in-interaction. Social Psychology Quarterly, 68(1), 15–38. https://doi.org/10.1177/019027250506800103Google Scholar
Jakonen, T., and Morton, T. (2015). Epistemic search sequences in peer interaction in a content-based language classroom. Applied Linguistics, 36(1), 73–94. https://doi.org/10.1093/applin/amt031Google Scholar
Kamio, A. (1997). Territory of Information (vol. 48). Amsterdam: John Benjamins. https://doi.org/10.1075/pbns.48Google Scholar
Kärkkäinen, E. (2003). Epistemic Stance in English Conversation: A Description of Its Interactional Functions, with a Focus on I Think. Amsterdam: John Benjamins.Google Scholar
Kern, F., and Ohlhus, S. (2017). Editorial to special issue ‘The social organisation of learning in classroom interaction and beyond.’ Classroom Discourse, 8(2), 95–98. https://doi.org/10.1080/19463014.2017.1328702Google Scholar
Kidwell, M. (2011). Epistemics and embodiment in the interactions of very young children. In Stivers, T., Steensig, J., & Mondada, L. (eds.), The Morality of Knowledge in Conversation (pp. 257–282). Cambridge: Cambridge University Press.Google Scholar
Kidwell, M., and Zimmerman, D. H. (2007). Joint attention as action. Journal of Pragmatics, 39(3), 592–611. https://doi.org/10.1016/j.pragma.2006.07.012Google Scholar
Koole, T. (2010). Displays of epistemic access: student responses to teacher explanations. Research on Language and Social Interaction, 43(2), 183–209.Google Scholar
Koshik, I. (2002). Designedly incomplete utterances: a pedagogical practice for eliciting knowledge displays in error correction sequences. Research on Language & Social Interaction, 35(3), 277–309. https://doi.org/10.1207/S15327973RLSI3503_2Google Scholar
Kunitz, S. (2018). Collaborative attention work on gender agreement in Italian as a foreign language. The Modern Language Journal, 102 , 64–81.Google Scholar
Labov, W., and Fanshel, D. (1977). Therapeutic Discourse: Psychotherapy as Conversation. New York, NY: Academic Press.Google Scholar
Margutti, P. (2010). On designedly incomplete utterances: what counts as learning for teachers and students in primary classroom interaction. Research on Language & Social Interaction, 43(4), 315–345. https://doi.org/10.1080/08351813.2010.497629Google Scholar
Mehan, H. (1979). Learning Lessons: Social Organization in the Classroom. Cambridge, MA: Harvard University Press. https://doi.org/10.4159/harvard.9780674420106Google Scholar
Michalovich, A., and Netz, H. (2018). Tag-naxon? (Tag-Right?) in instructional talk: opening or blocking learning opportunities. Journal of Pragmatics, 137, 57–75. https://doi.org/10.1016/j.pragma.2018.09.006Google Scholar
Mushin, I. (2001). Evidentiality and Epistemological Stance Narrative Retelling. Amsterdam: John Benjamins.Google Scholar
Mushin, I. (2013). Making knowledge visible in discourse: implications for the study of linguistic evidentiality. Discourse Studies, 15(5), 627–645.Google Scholar
Mushin, I., Gardner, R., & Gourlay, C. (2022). Effective Task Instruction in the First Year of School: What Teachers and Children Do. Abingdon: Routledge.Google Scholar
Raymond, G., and Heritage, J. (2006). The epistemics of social relations: owning grandchildren. Language in Society, 35(5), 677–705. https://doi.org/10.1017/S0047404506060325Google Scholar
Sacks, H. (1992). Lectures on Conversation: Volumes I & II. Oxford: Blackwell.Google Scholar
Sert, O. (2013). ‘Epistemic status check’ as an interactional phenomenon in instructed learning settings. Journal of Pragmatics, 45(1), 13–28. https://doi.org/10.1016/j.pragma.2012.10.005Google Scholar
Sert, O., and Walsh, S. (2013). The interactional management of claims of insufficient knowledge in English language classrooms. Language and Education, 27(6), 542–565. https://doi.org/10.1080/09500782.2012.739174Google Scholar
St. John, O., and Cromdal, J. (2016). Crafting instructions collaboratively: student questions and dual addressivity in classroom task instructions. Discourse Processes, 53(4), 252–279. https://doi.org/10.1080/0163853X.2015.1038128Google Scholar
Stivers, T., Mondada, L., and Steensig, J. (eds.). (2011). The Morality of Knowledge in Conversation. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511921674Google Scholar
Stivers, T., Sidnell, J., and Bergen, C. (2018). Children’s responses to questions in peer interaction: a window into the ontogenesis of interactional competence. Journal of Pragmatics, 124, 14–30. https://doi.org/10.1016/j.pragma.2017.11.013Google Scholar
Tomasello, M. (2008). Origins of Human Communication. Cambridge, MA: MIT Press.Google Scholar
Wootton, A. J. (2005). Interaction and the Development of Mind. Cambridge: Cambridge University Press.Google 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
×