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E-book

Analysing Interactions in Childhood: Insights from Conversation Analysis

Hilary Gardner (Editor), Michael Forrester (Co-Editor)
ISBN: 978-0-470-68709-3
29496 pages
December 2009
Analysing Interactions in Childhood: Insights from Conversation Analysis (0470687096) cover image
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.
  • Brings together a contributor team of leading experts in the emerging field of child-focused conversation analytic studies, from both academic and professional research backgrounds
  • Includes examples of 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
  • Encompasses linguistic, psychological and sociological perspectives
  • Offers new insights into children’s communication as they move from home into wider society, highlighting how this is expressed in different cultural contexts
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Foreword (Elena Lieven).

Introduction.

Contributors.

SECTION 1 INTERACTIONS BETWEEN TYPICALLY DEVELOPING CHILDREN AND THEIR MAIN CARERS.

1 Next turn and intersubjectivity in children's language acquisition (Clare Tarplee).

2 Hm? What? Maternal repair and early child talk (Juliette Corrin).

3 Ethnomethodology and adult–child conversation: Whose development? (Michael Forrester).

4 'Actually' and the sequential skills of a two-year-old (Anthony Wootton).

5 Children's emerging and developing self-repair practices (Minna Laakso).

SECTION 2 CHILDHOOD INTERACTIONS IN A WIDER SOCIAL WORLD.

6 Questioning repeats in the talk of four-year-old children (Jack Sidnell).

7 Children’s participation in their primary care consultations (Patricia Cahill).

8 Feelings-talk and therapeutic vision in child–counsellor interaction (Ian Hutchby).

9 Intersubjectivity and misunderstanding in adult–child learning conversations (Chris Pike).

SECTION 3 INTERACTIONS WITH CHILDREN WHO ARE ATYPICAL 183

10 Interactional analysis of scaffolding in a mathematical task in ASD (Penny Stribling and John Rae).

11 Multi-modal participation in storybook sharing (Julie Radford and Merle Mahon).

12 Child-initiated repair in task interactions (Tuula Tykkyläinen).

13 Communication aid use in children’s conversation: Time, timing and speaker transfer (Michael Clarke and Ray Wilkinson).

Glossary of transcript symbols.

Index.

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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.

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“It is an extremely well-edited and well-balanced book with high quality contributions from the various authors. As such, it is well placed to achieve its aim of enhancing the impact of CA as a discipline by expanding into developmental and applied areas of research.”  (Discourse Studies, 2012)

"With lengthy chapters and quality evaluations, this is a thought-provoking book but one not for the faint hearted! It is aimed at academics and students who want up-to-date information." (Speech & Language Therapy in Practice, 1 September 2011)

 

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