Cobb-Moore2009
| Cobb-Moore2009 | |
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| BibType | ARTICLE |
| Key | Cobb-Moore2009 |
| Author(s) | Charlotte Cobb-Moore, Susan Danby, Ann Farrell |
| Title | Young children as rule makers |
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| Tag(s) | EMCA, Conversation Analysis, Social interaction, Childhood, Children, Early Childhood, Rules, Peer Interaction, Social Order |
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| Year | 2009 |
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| Journal | Journal of Pragmatics |
| Volume | 41 |
| Number | 8 |
| Pages | 1477–1492 |
| URL | Link |
| DOI | 10.1016/j.pragma.2007.04.013 |
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Abstract
Young children engage in a constant process of negotiating and constructing rules, utilizing these rules as cultural resources to manage their social interactions. This paper examines how young children make sense of, and also construct, rules within one early childhood classroom. This paper draws on a recent study conducted in Australia, in which video-recorded episodes of young children's talk-in-interaction were examined. Analysis revealed four interactional practices that the children used, including manipulating materials and places to claim ownership of resources within the play space; developing or using pre-existing rules and social orders to control the interactions of their peers; strategically using language to regulate the actions of those around them; and creating and using membership categories such as ‘car owner’ or ‘team member’ to include or exclude others and also to control and participate in the unfolding interaction. While the classroom setting was framed within adult conceptions and regulations, analysis of the children's interaction demonstrated their co-constructions of social order and imposition of their own forms of rules. Young children negotiated both adult constructed social order and also their own peer constructed social order, drawing upon various rules within both social orders as cultural resources by which they managed their interaction.
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