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.
“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)