Difference between revisions of "Bateman2017"
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|Author(s)=Amanda Bateman; Amelia Church | |Author(s)=Amanda Bateman; Amelia Church | ||
|Title=Children’s use of objects in an early years playground | |Title=Children’s use of objects in an early years playground | ||
| − | |Tag(s)=Objects; child-peer interactions; social organisation; Play; social organisation of play; Conversation | + | |Tag(s)=Objects; child-peer interactions; social organisation; Play; social organisation of play; Conversation Analysis; |
|Key=Bateman2017 | |Key=Bateman2017 | ||
|Year=2017 | |Year=2017 | ||
| + | |Language=English | ||
|Journal=European Early Childhood Education Research Journal | |Journal=European Early Childhood Education Research Journal | ||
|Volume=25 | |Volume=25 | ||
|Number=1 | |Number=1 | ||
|Pages=55-71 | |Pages=55-71 | ||
| − | | | + | |URL=https://www.tandfonline.com/doi/full/10.1080/1350293X.2016.1266221 |
| + | |DOI=10.1080/1350293X.2016.1266221 | ||
|Abstract=Early childhood research has investigated children’s use of objects largely focusing on cognitive and motor development. Yet members of a particular culture, such as young children’s peer groups, use objects that have cultural relevance as conversational items, as a means to interacting with other members of the group. This article illustrates the role of objects in children’s everyday lives by demonstrating how children orient to objects as a way of approaching an existing group. The findings are taken from a study using conversation analysis (CA) to explore playground interactions between four-year-old children in a Welsh primary school. The analysis reveals that children systematically use objects as access tools to initiate interactions with each other, thereby using immediately available resources – and exploiting the sequential rules of talk – to co-construct the social organisation of the playground. | |Abstract=Early childhood research has investigated children’s use of objects largely focusing on cognitive and motor development. Yet members of a particular culture, such as young children’s peer groups, use objects that have cultural relevance as conversational items, as a means to interacting with other members of the group. This article illustrates the role of objects in children’s everyday lives by demonstrating how children orient to objects as a way of approaching an existing group. The findings are taken from a study using conversation analysis (CA) to explore playground interactions between four-year-old children in a Welsh primary school. The analysis reveals that children systematically use objects as access tools to initiate interactions with each other, thereby using immediately available resources – and exploiting the sequential rules of talk – to co-construct the social organisation of the playground. | ||
}} | }} | ||
Latest revision as of 03:38, 26 September 2023
| Bateman2017 | |
|---|---|
| BibType | ARTICLE |
| Key | Bateman2017 |
| Author(s) | Amanda Bateman, Amelia Church |
| Title | Children’s use of objects in an early years playground |
| Editor(s) | |
| Tag(s) | Objects, child-peer interactions, social organisation, Play, social organisation of play, Conversation Analysis |
| Publisher | |
| Year | 2017 |
| Language | English |
| City | |
| Month | |
| Journal | European Early Childhood Education Research Journal |
| Volume | 25 |
| Number | 1 |
| Pages | 55-71 |
| URL | Link |
| DOI | 10.1080/1350293X.2016.1266221 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Early childhood research has investigated children’s use of objects largely focusing on cognitive and motor development. Yet members of a particular culture, such as young children’s peer groups, use objects that have cultural relevance as conversational items, as a means to interacting with other members of the group. This article illustrates the role of objects in children’s everyday lives by demonstrating how children orient to objects as a way of approaching an existing group. The findings are taken from a study using conversation analysis (CA) to explore playground interactions between four-year-old children in a Welsh primary school. The analysis reveals that children systematically use objects as access tools to initiate interactions with each other, thereby using immediately available resources – and exploiting the sequential rules of talk – to co-construct the social organisation of the playground.
Notes
