Non-dialogue speech during preschool interactions

Schober-Peterson, Debra; Johnson, Cynthia J.

doi:10.1017/s0305000900013337

Cited by 7 publications

(3 citation statements)

References 21 publications

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“…Prior to the age of four, children's utterances can be characterised as 'egocentric', in the sense that they are not directed to others, nor are they intended to be responded to by others (Piaget, 1926;Schober-Peterson & Johnson, 1991). This cognitive aspect of egocentricity must be held apart from the temperamental trait of sociability.…”

Section: Dialogue Skillsmentioning

confidence: 99%

Evaluating dialogue competence in naturally occurring child–child interactions

Nærland¹

2011

Early Child Development and Care

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Section: Dialogue Skillsmentioning

confidence: 99%

Evaluating dialogue competence in naturally occurring child–child interactions

Nærland¹

2011

Early Child Development and Care

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“…However social structures are, by definition, constructed from the exchange of interpersonal information (McGrew, 1972;Roberts, 1989). Language should play a critical role in network organisation because preschool children are sophisticated communicators who are sensitive to conversational topic cues (Levine & Mueller, 1988), can engage in coherent or connected conversations with peers (Dunn, 1994), and are 'aware of and interested in peers as conversational partners' (Schober-Peterson and Johnson, 1991;p. 167).…”

Section: Preschool Social Structurementioning

confidence: 99%

The Communication of Differential Relationships in Preschool Children: Preference and Social Theme

Chisholm

Pitcairn

1998

Social Development

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We examined the conversations of 14 preschool children to explore differences in communication between friends and nonfriends in a well-established group. Children's social preferences were identified by analysing relative utterance frequencies which revealed a network structure of 4 cliques. We then examined whether the integration (inclusion/exclusion) and social theme (person/action) content of children's utterances, and the responses (accept/oppose) to these utterances, discriminated relationships in the social network. Our main findings were 1) Exclusive utterances were more likely to occur between nonfriends and to be opposed. Inclusive utterances were more likely to occur between friends and to be accepted. 2) Person and action themes were used differentially. In exclusion statements, nonfriends were more likely to be personally rejected whereas friends were more likely to have their actions rejected. In inclusion statements, personal references were more likely to be accepted between friends whereas references to a peer's actions tended to be accepted by both friends and nonfriends. We concluded that children adapted the integration and social theme content of their utterances to relationship context in order to establish more intimate interactions between friends and more distant interactions between nonfriends.

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“…This procedure provided maximum accuracy of the transcripts (Schober-Peterson & Johnson, 1991). The transcripts then were segmented into speech acts using a scheme based on two previous coding systems (D'Andrade & Wish, 1985;Rice, Sell, & Hadley, 1990).…”

Section: Nonverbal Responsementioning

confidence: 99%