Gardner / Forrester Analysing Interactions in Childhood

Insights from Conversation Analysis
1. Auflage 2009
ISBN: 978-0-470-68709-3
Verlag: John Wiley & Sons
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 29496 Seiten, E-Book

Offers a fresh perspective on how conversation analysis can be usedto highlight the sophisticated nature of what children actually dowhen interacting with their peers, parents, and other adults.
* Brings together a contributor team of leading experts in theemerging field of child-focused conversation analytic studies, fromboth academic and professional research backgrounds
* Includes examples of typically developing children and thosewho face a variety of challenges to participation, as they interactwith parents and friends, teachers, counsellors and healthprofessionals
* Encompasses linguistic, psychological and sociologicalperspectives
* Offers new insights into children's communication as theymove from home into wider society, highlighting how this isexpressed in different cultural contexts

Autoren/Hrsg.

Gardner, Hilary

Forrester, Michael

Inhaltsverzeichnis

Foreword (Elena Lieven).
Introduction.
Contributors.
SECTION 1 INTERACTIONS BETWEEN TYPICALLY DEVELOPING CHILDRENAND THEIR MAIN CARERS.
1 Next turn and intersubjectivity in children's languageacquisition (Clare Tarplee).
2 Hm? What? Maternal repair and early child talk (JulietteCorrin).
3 Ethnomethodology and adult-child conversation: Whosedevelopment? (Michael Forrester).
4 'Actually' and the sequential skills of a two-year-old(Anthony Wootton).
5 Children's emerging and developing self-repair practices(Minna Laakso).
SECTION 2 CHILDHOOD INTERACTIONS IN A WIDER SOCIALWORLD.
6 Questioning repeats in the talk of four-year-old children(Jack Sidnell).
7 Children's participation in their primary careconsultations (Patricia Cahill).
8 Feelings-talk and therapeutic vision in child-counsellorinteraction (Ian Hutchby).
9 Intersubjectivity and misunderstanding in adult-childlearning conversations (Chris Pike).
SECTION 3 INTERACTIONS WITH CHILDREN WHO ARE ATYPICAL183
10 Interactional analysis of scaffolding in a mathematical taskin ASD (Penny Stribling and John Rae).
11 Multi-modal participation in storybook sharing (JulieRadford and Merle Mahon).
12 Child-initiated repair in task interactions (TuulaTykkyläinen).
13 Communication aid use in children's conversation: Time,timing and speaker transfer (Michael Clarke and RayWilkinson).
Glossary of transcript symbols.
Index.

Über Autor(innen)

Hilary Gardner is a lecturer in Human Communication Sciencesat Sheffield University, UK, and has worked as a speech andlanguage therapist with children for over 30 years.
Michael Forrester is a senior lecturer in the School ofPsychology at the University of Kent, UK. Previous publicationsinclude the Development of Young Children'sSocial-Cognitive Skills and Psychology of Language.