Difference between revisions of "Rendle-Short2014"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Johanna Rendle-Short; Charlotte Cobb-Moore; Susan Danby; | + | |Author(s)=Johanna Rendle-Short; Charlotte Cobb-Moore; Susan Danby; |
|Title=Aligning in and through interaction: Children getting in and out of spontaneous activity | |Title=Aligning in and through interaction: Children getting in and out of spontaneous activity | ||
| − | |Tag(s)=affiliation; alignment; Children; Child mental health; | + | |Tag(s)=affiliation; alignment; Children; Child mental health; |
|Key=Rendle-Short2014 | |Key=Rendle-Short2014 | ||
|Year=2014 | |Year=2014 | ||
| Line 9: | Line 9: | ||
|Volume=16 | |Volume=16 | ||
|Number=6 | |Number=6 | ||
| − | |Pages= | + | |Pages=792–815 |
| − | |URL= | + | |URL=https://journals.sagepub.com/doi/abs/10.1177/1461445614546248 |
|DOI=10.1177/1461445614546248 | |DOI=10.1177/1461445614546248 | ||
|Abstract=Spontaneous play, important for forming the basis of friendships and peer relations, is a complex activity involving the management and production of talk-in-interaction. This article focuses on the intricacies of social interaction, emphasizing the link between alignment and affiliation, and the range and importance of verbal and nonverbal interactive devices available to children. Analysis of the way in which two girls, one of whom has been diagnosed with Asperger’s Syndrome, engage in spontaneous activities demonstrates the potential for interactional difficulty due to the unscripted nature of the interaction. The article argues for further research into how improvised, unscripted interactions are initiated within moment-by-moment talk, how they unfold, and how they are brought to a close in everyday contexts in order to understand how children create their social worlds. | |Abstract=Spontaneous play, important for forming the basis of friendships and peer relations, is a complex activity involving the management and production of talk-in-interaction. This article focuses on the intricacies of social interaction, emphasizing the link between alignment and affiliation, and the range and importance of verbal and nonverbal interactive devices available to children. Analysis of the way in which two girls, one of whom has been diagnosed with Asperger’s Syndrome, engage in spontaneous activities demonstrates the potential for interactional difficulty due to the unscripted nature of the interaction. The article argues for further research into how improvised, unscripted interactions are initiated within moment-by-moment talk, how they unfold, and how they are brought to a close in everyday contexts in order to understand how children create their social worlds. | ||
}} | }} | ||
Latest revision as of 11:39, 7 December 2019
| Rendle-Short2014 | |
|---|---|
| BibType | ARTICLE |
| Key | Rendle-Short2014 |
| Author(s) | Johanna Rendle-Short, Charlotte Cobb-Moore, Susan Danby |
| Title | Aligning in and through interaction: Children getting in and out of spontaneous activity |
| Editor(s) | |
| Tag(s) | affiliation, alignment, Children, Child mental health |
| Publisher | |
| Year | 2014 |
| Language | |
| City | |
| Month | |
| Journal | Discourse Studies |
| Volume | 16 |
| Number | 6 |
| Pages | 792–815 |
| URL | Link |
| DOI | 10.1177/1461445614546248 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Spontaneous play, important for forming the basis of friendships and peer relations, is a complex activity involving the management and production of talk-in-interaction. This article focuses on the intricacies of social interaction, emphasizing the link between alignment and affiliation, and the range and importance of verbal and nonverbal interactive devices available to children. Analysis of the way in which two girls, one of whom has been diagnosed with Asperger’s Syndrome, engage in spontaneous activities demonstrates the potential for interactional difficulty due to the unscripted nature of the interaction. The article argues for further research into how improvised, unscripted interactions are initiated within moment-by-moment talk, how they unfold, and how they are brought to a close in everyday contexts in order to understand how children create their social worlds.
Notes
