商品簡介
Offers a fresh perspective on how conversation analysis can be used to highlight the sophisticated nature of what children actually do when interacting with their peers, parents, and other adults.
Brings together a contributor team of leading experts in the emerging field of child-focused conversation analytic studies, from both academic and professional research backgrounds
Includes examples of typically developing children and those who face a variety of challenges to participation, as they interact with parents and friends, teachers, counsellors and health professionals
Encompasses linguistic, psychological and sociological perspectives
Offers new insights into children’s communication as they move from home into wider society, highlighting how this is expressed in different cultural contexts
作者簡介
Hilary Gardner is a lecturer in Human Communication Sciences at Sheffield University, UK, and has worked as a speech and language therapist with children for over 30 years.
Michael Forrester is a senior lecturer in the School of Psychology at the University of Kent, UK. Previous publications include the Development of Young Children’s Social-Cognitive Skills and Psychology of Language.
目次
Foreword (Elena Lieven).
Introduction.
Contributors.
SECTION 1 INTERACTIONS BETWEEN TYPICALLY DEVELOPING CHILDREN AND THEIR MAIN CARERS.
1 Next turn and intersubjectivity in children's language acquisition (Clare Tarplee).
2 Hm? What? Maternal repair and early child talk (Juliette Corrin).
3 Ethnomethodology and adult–child conversation: Whose development? (Michael Forrester).
4 'Actually' and the sequential skills of a two-year-old (Anthony Wootton).
5 Children's emerging and developing self-repair practices (Minna Laakso).
SECTION 2 CHILDHOOD INTERACTIONS IN A WIDER SOCIAL WORLD.
6 Questioning repeats in the talk of four-year-old children (Jack Sidnell).
7 Children’s participation in their primary care consultations (Patricia Cahill).
8 Feelings-talk and therapeutic vision in child–counsellor interaction (Ian Hutchby).
9 Intersubjectivity and misunderstanding in adult–child learning conversations (Chris Pike).
SECTION 3 INTERACTIONS WITH CHILDREN WHO ARE ATYPICAL 183
10 Interactional analysis of scaffolding in a mathematical task in ASD (Penny Stribling and John Rae).
11 Multi-modal participation in storybook sharing (Julie Radford and Merle Mahon).
12 Child-initiated repair in task interactions (Tuula Tykkyläinen).
13 Communication aid use in children’s conversation: Time, timing and speaker transfer (Michael Clarke and Ray Wilkinson).
Glossary of transcript symbols.
Index.
