Difference between revisions of "Ferreira2024"
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|Author(s)=Juliene Madureira Ferreira; Kristen Bottema-Beutel; | |Author(s)=Juliene Madureira Ferreira; Kristen Bottema-Beutel; | ||
|Title=The Interactional Structure of Accounts During Small Group Discussions Among Autistic Children Receiving Special Education Support in Finland | |Title=The Interactional Structure of Accounts During Small Group Discussions Among Autistic Children Receiving Special Education Support in Finland | ||
| − | |Tag(s)=EMCA; Conversation analysis; Autism; Social interaction; Agency; Social competences; Participation | + | |Tag(s)=EMCA; Conversation analysis; Autism; Social interaction; Agency; Social competences; Participation |
| − | |Key= | + | |Key=Ferreira2024 |
| − | |Year= | + | |Year=2024 |
|Language=English | |Language=English | ||
|Journal=Journal of Autism and Developmental Disorders | |Journal=Journal of Autism and Developmental Disorders | ||
| + | |Volume=54 | ||
| + | |Number=5 | ||
| + | |Pages=1928–1946 | ||
|URL=https://link.springer.com/article/10.1007/s10803-023-05916-9 | |URL=https://link.springer.com/article/10.1007/s10803-023-05916-9 | ||
|DOI=10.1007/s10803-023-05916-9 | |DOI=10.1007/s10803-023-05916-9 | ||
|Abstract=Through a conversation analytic approach, we investigate the emergence of accounts provided by autistic children in small-group discussions. Nine Finnish children (7–10 years old) attending school with special support participated in a five-month-duration pedagogical practice purposefully designed to enhance children’s participation in groups. We analyzed videos of sharing circles where children discussed their ideas and interests. Our data show three different account structures, which created different modes of children’s participation and gradually changed how they positioned themselves in the group. Results show how accounts can create different focuses of attention; reveal children’s reflections on what is relevant to them, and how to promote the exchange of ideas within a small group. Implications for the development of educational practices are discussed. | |Abstract=Through a conversation analytic approach, we investigate the emergence of accounts provided by autistic children in small-group discussions. Nine Finnish children (7–10 years old) attending school with special support participated in a five-month-duration pedagogical practice purposefully designed to enhance children’s participation in groups. We analyzed videos of sharing circles where children discussed their ideas and interests. Our data show three different account structures, which created different modes of children’s participation and gradually changed how they positioned themselves in the group. Results show how accounts can create different focuses of attention; reveal children’s reflections on what is relevant to them, and how to promote the exchange of ideas within a small group. Implications for the development of educational practices are discussed. | ||
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Revision as of 00:03, 3 June 2024
| Ferreira2024 | |
|---|---|
| BibType | ARTICLE |
| Key | Ferreira2024 |
| Author(s) | Juliene Madureira Ferreira, Kristen Bottema-Beutel |
| Title | The Interactional Structure of Accounts During Small Group Discussions Among Autistic Children Receiving Special Education Support in Finland |
| Editor(s) | |
| Tag(s) | EMCA, Conversation analysis, Autism, Social interaction, Agency, Social competences, Participation |
| Publisher | |
| Year | 2024 |
| Language | English |
| City | |
| Month | |
| Journal | Journal of Autism and Developmental Disorders |
| Volume | 54 |
| Number | 5 |
| Pages | 1928–1946 |
| URL | Link |
| DOI | 10.1007/s10803-023-05916-9 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Through a conversation analytic approach, we investigate the emergence of accounts provided by autistic children in small-group discussions. Nine Finnish children (7–10 years old) attending school with special support participated in a five-month-duration pedagogical practice purposefully designed to enhance children’s participation in groups. We analyzed videos of sharing circles where children discussed their ideas and interests. Our data show three different account structures, which created different modes of children’s participation and gradually changed how they positioned themselves in the group. Results show how accounts can create different focuses of attention; reveal children’s reflections on what is relevant to them, and how to promote the exchange of ideas within a small group. Implications for the development of educational practices are discussed.
Notes
