Analysing Interactions in Childhood

1. Auflage 2010
ISBN: 978-0-470-76034-5
Verlag: Wiley

Buch, Englisch, 296 Seiten, Format (B × H): 189 mm x 245 mm, Gewicht: 577 g

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. - 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
- 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
- Encompasses linguistic, psychological and sociological perspectives
- Offers new insights into children’s communication as they move from home into wider society, highlighting how this is expressed in different cultural contexts

Autoren/Hrsg.

Gardner, Hilary

Forrester, Michael

Inhaltsverzeichnis

Foreword by Elena Lieven vii

Introduction ix

Contributors xvii

SECTION 1 INTERACTIONS BETWEEN TYPICALLY DEVELOPING CHILDREN AND THEIR MAIN CARERS 1

1 Next turn and intersubjectivity in children’s language acquisition 3
Clare Tarplee

2 Hm? What? Maternal repair and early child talk 23
Juliette Corrin

3 Ethnomethodology and adult–child conversation: Whose development? 42
Michael Forrester

4 ‘Actually’ and the sequential skills of a two-year-old 59
Anthony Wootton

5 Children’s emerging and developing self-repair practices 74
Minna Laakso

SECTION 2 CHILDHOOD INTERACTIONS IN A WIDER SOCIAL WORLD 101

6 Questioning repeats in the talk of four-year-old children 103

Jack Sidnell

7 Children’s participation in their primary care consultations 128

Patricia Cahill

8 Feelings-talk and therapeutic vision in child–counsellor interaction 146
Ian Hutchby

9 Intersubjectivity and misunderstanding in adult–child learning conversations 163
Chris Pike

SECTION 3 INTERACTIONS WITH CHILDREN WHO ARE ATYPICAL 183

10 Interactional analysis of scaffolding in a mathematical task in ASD 185
Penny Stribling and John Rae

11 Multi-modal participation in storybook sharing 209
Julie Radford and Merle Mahon

12 Child-initiated repair in task interactions 227
Tuula Tykkyläinen

13 Communication aid use in children’s conversation: Time, timing and speaker transfer 249
Michael Clarke and Ray Wilkinson

Glossary of transcript symbols 267

Index 269

Über Autor(innen)

Hilary Gardner 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.

Michael Forrester is a senior lecturer in the School of Psychology at the University of Kent, UK. Previous publications include the Development of Young Children's Social- Cognitive Skills and Psychology of Language.