Difference between revisions of "Theobald2015b"

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{{BibEntry
 
{{BibEntry
 
|BibType=ARTICLE
 
|BibType=ARTICLE
|Author(s)=Maryanne Theobald;  
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|Author(s)=Maryanne Theobald;
 
|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=Agnes2015
 
|Key=Agnes2015
 
|Year=2015
 
|Year=2015
 
|Journal=Childhood
 
|Journal=Childhood
|URL=http://eprints.qut.edu.au/79846/
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|Volume=23
|Note=needs post-publication info
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|Number=1
|Abstract=This paper adopts an ethnomethodological and conversation analytic (CA) approach to investigate children’s competence “from within” (Speier, 1973) and as achieved in situ during children’s storytelling. Ethnomethodology demonstrates how members competently produce and manage their everyday social interactions (Sacks, 1995). This paper first examines studies of storytelling and highlights the lack of investigations into the interactional aspects of children’s storytelling. Next video-recordings of young children engaged in storytelling in a playground are examined. Findings show how children as storytellers and story recipients use voice-related markers, gesture and physical actions to invoke and achieve competence within their peer group.
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|Pages=87–104
 
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|URL=http://chd.sagepub.com/content/23/1/87
 +
|DOI=10.1177/0907568215571619
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|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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Revision as of 14:00, 12 March 2016

Theobald2015b
BibType ARTICLE
Key Agnes2015
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
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

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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