Difference between revisions of "Theobald2015b"
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|Title=Achieving competence: the interactional features of children's storytelling | |Title=Achieving competence: the interactional features of children's storytelling | ||
|Tag(s)=Child development; Storytelling; EMCA; Multimodality; | |Tag(s)=Child development; Storytelling; EMCA; Multimodality; | ||
| − | |Key= | + | |Key=Theobald2015b |
|Year=2015 | |Year=2015 | ||
| + | |Language=English | ||
|Journal=Childhood | |Journal=Childhood | ||
|Volume=23 | |Volume=23 | ||
|Number=1 | |Number=1 | ||
|Pages=87–104 | |Pages=87–104 | ||
| − | |URL= | + | |URL=https://journals.sagepub.com/doi/abs/10.1177/0907568215571619 |
|DOI=10.1177/0907568215571619 | |DOI=10.1177/0907568215571619 | ||
|Abstract=Early years researchers interested in storytelling have largely focused on the development of children’s language and social skills within constructed story sessions. Less focus has been given to the interactional aspects of storytelling in children’s everyday conversation and how the members themselves, the storytellers and story recipients, manage storytelling. An interactional view, using ethnomethodological and conversation analytic approaches, offers the opportunity to study children’s narratives in terms of ‘members work’. Detailed examination of a video-recorded interaction among a group of children in a preparatory year playground shows how the children managed interactions within conversational storytelling. Analyses highlight the ways in which children worked at gaining a turn and made a story tellable within a round of second stories. Investigating children’s competence-in-action ‘from within’, the findings from this research show how children invoke and accomplish competence through their interactions. | |Abstract=Early years researchers interested in storytelling have largely focused on the development of children’s language and social skills within constructed story sessions. Less focus has been given to the interactional aspects of storytelling in children’s everyday conversation and how the members themselves, the storytellers and story recipients, manage storytelling. An interactional view, using ethnomethodological and conversation analytic approaches, offers the opportunity to study children’s narratives in terms of ‘members work’. Detailed examination of a video-recorded interaction among a group of children in a preparatory year playground shows how the children managed interactions within conversational storytelling. Analyses highlight the ways in which children worked at gaining a turn and made a story tellable within a round of second stories. Investigating children’s competence-in-action ‘from within’, the findings from this research show how children invoke and accomplish competence through their interactions. | ||
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Latest revision as of 11:27, 16 December 2019
| Theobald2015b | |
|---|---|
| BibType | ARTICLE |
| Key | Theobald2015b |
| Author(s) | Maryanne Theobald |
| Title | Achieving competence: the interactional features of children's storytelling |
| Editor(s) | |
| Tag(s) | Child development, Storytelling, EMCA, Multimodality |
| Publisher | |
| Year | 2015 |
| Language | English |
| City | |
| Month | |
| Journal | Childhood |
| Volume | 23 |
| Number | 1 |
| Pages | 87–104 |
| URL | Link |
| DOI | 10.1177/0907568215571619 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Early years researchers interested in storytelling have largely focused on the development of children’s language and social skills within constructed story sessions. Less focus has been given to the interactional aspects of storytelling in children’s everyday conversation and how the members themselves, the storytellers and story recipients, manage storytelling. An interactional view, using ethnomethodological and conversation analytic approaches, offers the opportunity to study children’s narratives in terms of ‘members work’. Detailed examination of a video-recorded interaction among a group of children in a preparatory year playground shows how the children managed interactions within conversational storytelling. Analyses highlight the ways in which children worked at gaining a turn and made a story tellable within a round of second stories. Investigating children’s competence-in-action ‘from within’, the findings from this research show how children invoke and accomplish competence through their interactions.
Notes
