Book contents
- Talking with Children
- Talking with Children
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Acknowledgements
- Notes on Transcription Conventions
- Introduction
- Part I Talk as Social Action
- 1 Conversation Analysis for Early Childhood Teachers
- 2 Sequences
- 3 Participation
- 4 Embodiment
- 5 Emotion
- 6 Socialization
- 7 Epistemics
- Part II Pedagogy in Interaction
- Part III Interaction and Inclusion
- Index
- References
2 - Sequences
from Part I - Talk as Social Action
Published online by Cambridge University Press: 16 June 2022
Book contents
- Talking with Children
- Talking with Children
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Acknowledgements
- Notes on Transcription Conventions
- Introduction
- Part I Talk as Social Action
- 1 Conversation Analysis for Early Childhood Teachers
- 2 Sequences
- 3 Participation
- 4 Embodiment
- 5 Emotion
- 6 Socialization
- 7 Epistemics
- Part II Pedagogy in Interaction
- Part III Interaction and Inclusion
- Index
- References
Summary
This chapter shows how very young children’s intentions in interaction are made visible in sequences of action through a very common sort of child-initiated exchange, one that is founded on their emerging joint attention capacities: object presentations. These exchanges, which consist at minimum of two turns – an initiating action by the child and a response by the adult – can be oriented to by adults and extended in ways that facilitate child learning.
- Type
- Chapter
- Information
- Talking with ChildrenA Handbook of Interaction in Early Childhood Education, pp. 38 - 54Publisher: Cambridge University PressPrint publication year: 2022
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