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Analysing Interactions in Childhood 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). 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. 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. 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.
List of contents
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
About the author
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.
Summary
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.
