Toddler agency and conversation analysis

Gunnarsdottir, Bryndis; Bateman, Amanda

doi:10.18296/ecf.0030

Cited by 3 publications

(2 citation statements)

References 24 publications

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“…Research with toddler-aged children (2 years of age) in Iceland has demonstrated how competent and capable even the youngest children are at participating in the co-construction of their own social worlds within early childhood education (Gunnarsdottir & Bateman, 2017). This research offered insight into how children can demonstrate achievement to express personal views and goals, as they participate in their everyday interactions with others.…”

Section: Children's Right To Participate In Interactionsmentioning

confidence: 94%

Children’s Right to Participate: How Can Teachers Extend Child-Initiated Learning Sequences?

Church

Bateman

2019

IJEC

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Children's participation is valued in early childhood education but how this is achieved in pedagogy is less obvious. The methodology of conversation analysis is used in this paper to show how specific interactional practices afford opportunities for children to initiate, explore and assert their own perspectives in everyday activities. The analyses illustrate how teachers' practices can encourage child participation through the ways in which teachers respond to and extend child-initiated sequences of learning. Data are drawn from research projects conducted in New Zealand and Australia that explore how teachers construct learning opportunities for children within talk-in-interactions. Three data excerpts of teachers and children, aged from 4 to 6 years, are analysed. The analyses of video-taped interactions reveal that teachers' contributions to (or silences) in interactions and unfolding talk can create particular trajectories of action in early learning environments. Evidence provided by these analyses can inform professional learning for teachers to illustrate how teachers' interactions with children can support children's rights to participation in early childhood education.

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Section: Children's Right To Participate In Interactionsmentioning

confidence: 94%

Children’s Right to Participate: How Can Teachers Extend Child-Initiated Learning Sequences?

Church

Bateman

2019

IJEC

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“…This kind of sequential understanding in multi-party play situations is important in order to learn more about when, how and in what ways toddlers use these competences. For example, 1) how they actually maintain the progression of their joint play in the moment-to-moment unfolding flow of peer interaction, 2) build togetherness in their play activity, and 3) secure solidarity in their play group (Gunnarsdottir & Bateman, 2017). The present study contributes to this line of research by analyzing systematic interactional features of joint play activity among three toddlers during one full day-care day.…”

Section: Introductionmentioning

confidence: 87%

Creating and Maintaining Play Connection in a Toddler Peer Group

Pursi

Lipponen

2020

International Perspectives on Early Childhood Education and Development

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This study explores how one and two year old peers (henceforth toddlers) participate in joint play activities in a natural group-care setting. We focus on joint play activity between three toddler peers during one full day-care day in a Finnish toddler classroom. Questions guiding the analysis concern the sequential understanding of how play emerges within peer interaction and how toddler peers are able to build sustained co-participation in their joint play during the day. The analysis showed that joint play was fragmented and organized in short segments of dyadic or triadic interaction. Reestablishments of joint play and accumulation of significant play signals during the day were important practices for toddlers to constitute social organization and sustained co-participation in their multi-party peer play. The results strengthen our understanding of very young children as both more and less competent play companions in their peer groups and guide adults' practice in relation to peer play in toddler classrooms.

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Taking a dialogic stance in interaction with the youngest children – Supporting concept learning and child agency

Myklebust,

Fagerbakke

2024

Learning, Culture and Social Interaction

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Toddler agency and conversation analysis

Cited by 3 publications

References 24 publications

Children’s Right to Participate: How Can Teachers Extend Child-Initiated Learning Sequences?

Children’s Right to Participate: How Can Teachers Extend Child-Initiated Learning Sequences?

Creating and Maintaining Play Connection in a Toddler Peer Group

Taking a dialogic stance in interaction with the youngest children – Supporting concept learning and child agency

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