Children’s Knowledge-in-Interaction: Studies in Conversation Analysis PDF
Preview Children’s Knowledge-in-Interaction: Studies in Conversation Analysis
Amanda Bateman · Amelia Church Editors Children’s Knowledge- in-Interaction Studies in Conversation Analysis ’ Children s Knowledge-in-Interaction Amanda Bateman Amelia Church (cid:129) Editors ’ Children s Knowledge-in-Interaction Studies in Conversation Analysis 123 Editors Amanda Bateman Amelia Church Faculty of Education MelbourneGraduate Schoolof Education TheUniversity of Waikato TheUniversity of Melbourne Hamilton, Waikato Melbourne, VIC NewZealand Australia ISBN978-981-10-1701-8 ISBN978-981-10-1703-2 (eBook) DOI 10.1007/978-981-10-1703-2 LibraryofCongressControlNumber:2016942776 ©SpringerScience+BusinessMediaSingapore2017 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpart of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission orinformationstorageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilar methodologynowknownorhereafterdeveloped. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfrom therelevantprotectivelawsandregulationsandthereforefreeforgeneraluse. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authorsortheeditorsgiveawarranty,expressorimplied,withrespecttothematerialcontainedhereinor foranyerrorsoromissionsthatmayhavebeenmade. Printedonacid-freepaper ThisSpringerimprintispublishedbySpringerNature TheregisteredcompanyisSpringerScience+BusinessMediaSingaporePteLtd. For the Goodwins, whose work provides a foundationforthecollectionthatfollows.And because Candy and Chuck are adored, admired and beloved by those of us fortunate enough to know them. Foreword The exciting contribution of this book is that children’s perspectives and displays of their knowledge are understood through a lens that observes their everyday practices, in situ. In the studies reported here, the children are not being invited to report or give an account to an interested researcher about their everyday learning lives.Rather,thechildrenareobservedastheygoabouttheireverydayinteractions withfamily,peersandeducators.Theseactivitieswouldbehappeningregardlessof whether the researcher was present or not, and captures what participants did and how they did it, and with whom and, alongside all this, the accomplishments of knowledge underpinned through all these interactions. Inchildhoodstudiesinrecenttimes,therehasbeenanoverwhelmingawareness and recognition of the value of children’s participation. Many studies set out to explore children’s perspectives, with recent understandings residing within theo- retical standpoints that value children’s contributions, and with an emphasis on children’s views being heard. Often undertaken within the paradigm known as the new studies of childhood, many of these studies have sought to ask children their perspectives on matters that are of concern to them or that involve them in some way asparticipants. Some studies haveexplored, for example,children’sviewson playineducationalsettings,classroomrulesandpractices,andhowchildrenwould like to be regarded. Other studies go further to seek children’s views and partici- pation in research practices that involve children as researchers exploring aspects of their own practices. In these studies, the underlying agenda is to seek children and young people’s views on matters in which they are key stakeholders. Within the field of childhood studies, an often-used method is that of the interview, where children are invited to proffer their views and their stance on matters of interest to the researchers. At other times, views are elicited through analysing children’s understandings displayed through artefacts, such as drawings and photographs, or through surveys or activities where children are brought into researcher-designed spaces to undertake researcher-designed activities, or to respond to interviewer questions, or to complete a diagram or task set by the researcher. These studies that ask children about their perspectives, or manipulate vii viii Foreword the everyday environment in some way, offer important insights into how children (and researchers) view the world and how children respond to researcher agendas. What this approach does not give us, though, is insights into how children par- ticipate in their everyday lives as they unfold moment by moment, whether the researcher is present or not. Takentogether,thechaptersinthisbookconstitutearecalibrationofthefieldof childhood studies. The research presented here is an interesting and powerful collectionthatbuildsontheearlyworkofthe1970s,whenthefieldofsociological studies of children and the earliest programme of childhood studies were estab- lished. Particularly significant within this period was the work of early eth- nomethodologists, including Matthew Speier and Robert Mackay. In many ways, the collection returns to this early project of making visible children’s lives—as they are lived. This book’s re-establishment of observational understandings is an exciting and provoking moment for the field of childhood studies. Each chapter in this book presents a rigorous analysis of children’s everyday lives. We want to know how children accomplish their everyday interactions as they undertake them, moment-by-moment, so we observe how their interactions unfold in real-time, and how they make meaning at that time in terms of what is happening. Although the contexts vary across home and school settings, what is constant is the close attention given to what participants say and do. An analytic focus on the sequences of interaction as they unfold displays how participants respond to each other, as they make sense of each other and their social worlds. Using the observational method, we see firsthand their displays of knowledge and interaction, and gain understandings of their perspectives. Technological advancements mean that video recordings of children’s interactions are now a well-established method, making it possible to revisit the recordings to study children’s practices closely. Technological and methodological advances in tran- scription make it possible to more accurately represent real-life activity. What this book shows is that children’s knowledge construction is not only about academic concepts, such as numeracy, literacy and physics. Although indi- vidual chapters do explore these aspects of cognitive learning, this book is firmly embeddedintherealizationthatallknowledge workisaccomplished withinsocial contexts. Children work within contexts where social interactions and cultural understandings and practices are central to knowledge attainment. Knowledge-in- action cannot divorce the ‘knowledge’ aspect from the ‘social’ aspect as each is intricately intertwined and codependent. April 2016 Susan Danby Queensland University of Technology Contents 1 Children’s Knowledge-in-Interaction: An Introduction . . . . . . . . . 1 Amanda Bateman and Amelia Church 2 Epistemic Trajectories in the Classroom: How Children Respond in Informing Sequences . . . . . . . . . . . . . . . . . . . . . . . . . 13 Rod Gardner and Ilana Mushin 3 Questions and Answers, A Seesaw and Embodied Action: How a Preschool Teacher and Children Accomplish Educational Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Sara Dalgren 4 Web Searching as a Context to Build on Young Children’s Displayed Knowledge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Sandra Houen, Susan Danby, Ann Farrell and Karen Thorpe 5 Mathematics Knowledge in Early Childhood: Intentional Teaching in the Third Turn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Caroline Cohrssen and Amelia Church 6 Pursuing a Telling: Managing a Multi-unit Turn in Children’s Storytelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Amanda Bateman and Margaret Carr 7 Co-producing Cultural Knowledge: Children Telling Tales in the School Playground. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Maryanne Theobald and Susan Danby 8 Don’tLaugh!SocializationofLaughterandSmilinginPre-school and School Settings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Mats Andrén and Asta Cekaite 9 Schoolyard Suspect: Blame Negotiations, Category Work and Conflicting Versions Among Children and Teachers. . . . . . . . 149 Ann-Carita Evaldsson ix x Contents 10 The Preschool Entrance Hall: A Bilingual Transit Zone for Preschoolers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Polly Björk-Willén 11 Sparkling, Wrinkling, Softly Tinkling: On Poetry and Word Meaning in a Bilingual Primary Classroom. . . . . . . . . . . . . . . . . . 189 Rizwan-ul Huq, Katarina Eriksson Barajas and Jakob Cromdal 12 Relating with an Unborn Baby: Expectant Mothers Socializing Their Toddlers in Japanese Families . . . . . . . . . . . . . . 211 Akira Takada and Michie Kawashima 13 Young Children’s Initial Assessments in Japanese. . . . . . . . . . . . . 231 Matthew Burdelski and Emi Morita 14 Learning How to Use the Word ‘Know’: Examples from a Single-Case Study . . . . . . . . . . . . . . . . . . . . . . . 257 Michael Forrester 15 The Emergence of Story-Telling. . . . . . . . . . . . . . . . . . . . . . . . . . 279 Anna Filipi 16 “What Does It Say About It?”: Doing Reading and Doing Writing as Part of Family Mealtime. . . . . . . . . . . . . . . . . . . . . . . 297 Gillian Busch 17 Producing Knowledge with Digital Technologies in Sibling Interaction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313 Brooke Scriven 18 “You Can Get Cyberbullied by Your Friends”: Claiming Authority to Categorise a Past Event as Bullying . . . . . . . . . . . . . 333 Justin Canty 19 ‘It’s Gonna Work’: Spontaneous Activity and Knowledge Management by a Child with Asperger’s Syndrome . . . . . . . . . . . 351 Johanna Rendle-Short Afterword from the Editors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369 Transcription Conventions The transcription conventions used throughout this book follow the original work of Sacks, Schegloff and Jefferson (1974). For further details of transcription, see Jefferson (2004); Gardner (2001) and Hepburn and Bolden (2012). . Falling intonation , Slightly rising or continuing intonation ? Rising intonation ¿ Intonation that rises more than a comma but less than a question mark :: Lengthened syllable # Sharp fall in pitch " Sharp rise in pitch [ ] Overlapping talk ( ) Unintelligible stretch (0.5) Length of silence in tenths of a second > < Increase in tempo, rushed stretch of talk < > Slower tempo hh Audible outbreath .hh Audible inbreath (cid:2) (cid:2) Talk that is quieter than the surrounding talk (( )) Description of accompanying behaviour ! Pointstoaphenomenonofparticularinterest,tobediscussedbytheauthor xi
The list of books you might like
