Details

Analysing Interactions in Childhood


Analysing Interactions in Childhood

Insights from Conversation Analysis
1. Aufl.

von: Hilary Gardner, Michael Forrester

57,99 €

Verlag: Wiley
Format: PDF
Veröffentl.: 01.12.2009
ISBN/EAN: 9780470687093
Sprache: englisch
Anzahl Seiten: 296

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Beschreibungen

Offers a fresh perspective on how conversation analysis can be used to highlight the sophisticated nature of what children actually do when interacting with their peers, parents, and other adults. <ul> <li>Brings together a contributor team of leading experts in the emerging field of child-focused conversation analytic studies, from both academic and professional research backgrounds</li> <li>Includes examples of typically developing children and those who face a variety of challenges to participation, as they interact with parents and friends, teachers, counsellors and health professionals</li> <li>Encompasses linguistic, psychological and sociological perspectives</li> <li>Offers new insights into children’s communication as they move from home into wider society, highlighting how this is expressed in different cultural contexts</li> </ul>
<p>Foreword by Elena Lieven vii</p> <p>Introduction ix</p> <p>Contributors xvii</p> <p><b>SECTION 1 INTERACTIONS BETWEEN TYPICALLY DEVELOPING CHILDREN AND THEIR MAIN CARERS 1</b></p> <p>1 Next turn and intersubjectivity in children’s language acquisition 3<br /><i>Clare Tarplee</i></p> <p>2 Hm? What? Maternal repair and early child talk 23<br /><i>Juliette Corrin</i></p> <p>3 Ethnomethodology and adult–child conversation: Whose development? 42<br /><i>Michael Forrester</i></p> <p>4 ‘Actually’ and the sequential skills of a two-year-old 59<br /><i>Anthony Wootton</i></p> <p>5 Children’s emerging and developing self-repair practices 74<br /><i>Minna Laakso</i></p> <p><b>SECTION 2 CHILDHOOD INTERACTIONS IN A WIDER SOCIAL WORLD 101</b></p> <p>6 Questioning repeats in the talk of four-year-old children 103</p> <p><i>Jack Sidnell</i></p> <p>7 Children’s participation in their primary care consultations 128</p> <p><i>Patricia Cahill</i></p> <p>8 Feelings-talk and therapeutic vision in child–counsellor interaction 146<br /><i>Ian Hutchby</i></p> <p>9 Intersubjectivity and misunderstanding in adult–child learning conversations 163<br /><i>Chris Pike</i></p> <p><b>SECTION 3 INTERACTIONS WITH CHILDREN WHO ARE ATYPICAL 183</b></p> <p>10 Interactional analysis of scaffolding in a mathematical task in ASD 185<br /><i>Penny Stribling and John Rae</i></p> <p>11 Multi-modal participation in storybook sharing 209<br /><i>Julie Radford and Merle Mahon</i></p> <p>12 Child-initiated repair in task interactions 227<br /><i>Tuula Tykkyläinen</i></p> <p>13 Communication aid use in children’s conversation: Time, timing and speaker transfer 249<br /><i>Michael Clarke and Ray Wilkinson</i></p> <p>Glossary of transcript symbols 267</p> <p>Index 269</p>
<p>“It is an extremely well-edited and well-balanced book with high quality contributions from the various authors. As such, it is well placed to achieve its aim of enhancing the impact of CA as a discipline by expanding into developmental and applied areas of research.”  (<i>Discourse Studies</i>, 2012)</p> <p>"With lengthy chapters and quality evaluations, this is a thought-provoking book but one not for the faint hearted! It is aimed at academics and students who want up-to-date information." (Speech & Language Therapy in Practice, 1 September 2011)</p> <p> </p>
<p><b>Hilary Gardner</b> is a lecturer in Human Communication Sciences at Sheffield University, UK, and has worked as a speech and language therapist with children for over 30 years. <p><b>Michael Forrester</b> is a senior lecturer in the School of Psychology at the University of Kent, UK. Previous publications include the <i>Development of Young Children's Social- Cognitive Skills</i> and <i>Psychology of Language</i>. <P>
<p><b>Analysing Interactions in Childhood</b> offers a fresh perspective for understanding the ways in which mundane and institutional interactions concerning children operate. Even the youngest children routinely find themselves in everyday contexts and situations that necessitate their drawing upon 'conversational' skills and resources to communicate effectively. This is often not a particularly easy task and this volume sets out to examine such contexts in detail. Encompassing linguistic, psychological and sociological perspectives, the contributors demonstrate how conversation analysis can be used to highlight the sophisticated nature of what children actually do when interacting with their peers, parents, and other adults (often those involved in the caring professions). <p>Conversation analysis (CA) has a long and established methodological history in the study of human interaction, particularly in sociology, but only more recently has this method been applied to studies of childhood. The fine detailed analysis of turn-by-turn talk adds an incisive layer to our understanding of children's active partnership in interaction. Here we find that, even those with the most challenging of disabilities are shown to be working to establish joint understanding in conversation and to repair troubles in talk. <p>The chapters in this book span communications with typically developing children and those who face a variety of challenges to participation, as they interact with parents and friends, teachers, counsellors and health professionals. Over and above indicating how CA can be successfully employed in such fields, this work gives new insights into children's communication as they move from home into wider society, highlighting how this is expressed in different cultural contexts. <p>The contributions to this work come from leading experts in the emerging field of child-focused conversation analytic studies, and who come from academic and professional research backgrounds. This groundbreaking text will be an invaluable resource for academics, students and professionals working with or with an interest in children's communication and development.

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