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Research on Children and Social Interaction
Number of Followers: 8  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 2057-5807 - ISSN (Online) 2057-5815
Published by Equinox Publishing Homepage  [28 journals]
  • ‘Now it was meal’

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      Authors: Polly Björk-Willén
      Pages: 131– - 131–
      Abstract: The overall aim of the present paper is to analyse and explore what frames a pretend play event as legal and recognizable to the participants, highlighting the children’s use of tense as an organizational device. The present video data are drawn from a single case study of two preschoolers’ interaction during a free play time event in a Swedish preschool. Influenced by ethnomethodological work on social actions, the analytical focus is on the participants’ methods of accomplishing and making sense of social activities. The use of tense proved to be the strongest contextualization cue to accomplish the switches between the ‘make believe’ and ‘the real’ domains, which demonstrated and organized what can and cannot be done in the pretend play scenario.
      PubDate: 2021-12-09
      DOI: 10.1558/rcsi.19603
      Issue No: Vol. 5, No. 2 (2021)
       
  • Embodied practice in a tidying up activity

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      Authors: Ron Korenaga, Ippei Mori, Masafumi Sunaga, Satoru Ikegami, Tomoko Endo
      Pages: 151– - 151–
      Abstract: This article explores how collaborative tidying up activities in a family are accomplished and negotiations take place among family members. Employing ethnomethodology and conversation analysis on collected video data, we focus on the directive/response sequence and the incumbency of the category of ‘family’, which engenders responsibilities for family members. We consequently elucidate how the children’s responses reveal invalidation of the directive when they were not entitled to do so in terms of the responsibility and materiality of objects. We also explore how participants make the materiality of objects accountable through their verbal and embodied conduct in the tidying up activity.
      PubDate: 2021-12-09
      DOI: 10.1558/rcsi.12420
      Issue No: Vol. 5, No. 2 (2021)
       
  • Differentiating status through the use of material and interactive
           resources in young siblings’ interaction

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      Authors: Emi Morita
      Pages: 179– - 179–
      Abstract: This study examines siblings’ interactions revolving around toys during free play. Observing the naturally occurring interaction between siblings, this study explores the ways in which older siblings attempt to establish differentiated status with younger siblings by assigning and displaying unequal valuations to contested objects in ways that highlight the different affordances of the object available for interaction between them. Often characterized by caretakers as instances ‘being mean’, for the child, what may be at issue in such interactions is that there is a local, endogenous ‘order’ that needs to be achieved and maintained by both by oneself and by other participants regarding one’s status as a sanctioned participant in play. Investigating such particular interactions between elder siblings and younger siblings at the pre-verbal or very early stages of language use, this study uses multimodal analysis reveals how such children organize the emerging interaction sequence to construct their social order, utilizing both the sequential organization of talk as well as the public manipulation of material resources.
      PubDate: 2021-12-09
      DOI: 10.1558/rcsi.17858
      Issue No: Vol. 5, No. 2 (2021)
       
  • ‘But I want to say “I means love you”’

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      Authors: Hanh thi Nguyen, Minh Thi Thuy Nguyen
      Pages: 211– - 211–
      Abstract: Family talk is a rich site for children’s language learning as well as navigating into cultural values, social roles and stances. This study examines a child’s stancetaking in language-focused interaction initiated by the parent, in order to understand children’s role in language learning as a social activity and in their own language socialization. Conversation analysis of audio-recorded child–parent conversations in family settings over eight months reveals the varied epistemic and affective stances that the child displayed towards language forms, cultural norms, the parents’ stances, and the language-focused activity itself. We show that the child changed over time to orient to a correctness norm as part of his socialization into the family’s beliefs and values regarding language. We argue that talk about language forms is deeply connected with participants’ stances towards language and cultural norms as well as toward others’ stances and actions, and that for a sound understanding of language learning as a social activity, detailed examinations of children’s and caregivers’ stancetaking in interaction are indispensable.
      PubDate: 2021-12-09
      DOI: 10.1558/rcsi.17523
      Issue No: Vol. 5, No. 2 (2021)
       
  • Getting dressed as a social activity

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      Authors: Erika Prado, Mary Bucholtz
      Pages: 239– - 239–
      Abstract: Up to 25 per cent of children diagnosed with Autism Spectrum Disorder are classified as ‘nonverbal’. Building on interactional research on the communicative skills of Autistic children and of individuals who do not use speech, this article uses video data to examine the interactional competence of an Autistic bilingual Latino teenager who does not use speech to communicate. A comparison of multiple instances of the teenager’s getting-dressed routine shows that contrary to the clinical framing of this routine as individualized and efficiency-oriented, getting dressed can be a social achievement that relies on the collaboration of multiple social actors in community settings. While a core feature of an Autism diagnosis is social and communicative impairment, the analysis demonstrates that Autistic interaction is highly social and richly communicative as well as affectively engaged.
      PubDate: 2021-12-09
      DOI: 10.1558/rcsi.17673
      Issue No: Vol. 5, No. 2 (2021)
       
  • Mobilizing device-mediated contributions in interaction involving beginner
           users of eye-gaze-accessed speech-generating devices

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      Authors: Helena Tegler, Ingrid Demmelmaier, Monica Blom Johansson, Niklas Norén
      Pages: 271– - 271–
      Abstract: Interaction mediated by speech-generating devices (SGDs) may promote participation and independence for non-speaking children, but developing skills to use the SGD is time consuming and demanding. The present conversation analysis study aimed to identify features of interactional projects that mobilized SGD-mediated responses by two children with intellectual disability who were beginner-level users. The children and their professional communication partners were video recorded when interacting in an institutional setting. The analysis shows that SGD-mediated responses were mobilized by multimodal and sequentially organized actions combining different types of spoken initiatives, SGD modelling, and embodied resources that facilitated SGD use and hence participation. These results indicate a need for communication partners to use a wide range of practices to facilitate SGD-mediated interaction.
      PubDate: 2021-12-09
      DOI: 10.1558/rcsi.19764
      Issue No: Vol. 5, No. 2 (2021)
       
 
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