Cobb-Moore2009

Cobb-Moore2009
BibType	ARTICLE
Key	Cobb-Moore2009
Author(s)	Charlotte Cobb-Moore, Susan Danby, Ann Farrell
Title	Young children as rule makers
Editor(s)
Tag(s)	EMCA, Conversation Analysis, Social interaction, Childhood, Children, Early Childhood, Rules, Peer Interaction, Social Order
Publisher
Year	2009
Language
City
Month
Journal	Journal of Pragmatics
Volume	41
Number	8
Pages	1477-1492
URL	Link
DOI	doi:10.1016/j.pragma.2007.04.013
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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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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