Children’s Knowledge-in-Interaction: Studies in Conversation by Amanda Bateman, Amelia Church (eds.)

By Amanda Bateman, Amelia Church (eds.)

This ebook is a gathered quantity that brings jointly study from authors operating in cross-disciplinary educational parts together with early formative years, linguistics and schooling, and attracts at the shared pursuits of the authors, specifically realizing children’s interactions and the co-production of data in daily communique. the gathering of reviews explores children’s interactions with lecturers, households and friends, displaying how wisdom and studying are co-created, developed and glaring in daily experiences.

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Example text

In both classes the teachers begin by explaining first what the aim of the lesson with regard to curriculum content will be (‘We are learning to’— WALT), and what the children should be able to demonstrate in order to show that they have learned the curriculum content (‘What I’m looking for’—WILF). This is followed by a teacher demonstration of the curriculum content (the ‘I do’ phase), activities where the teacher draws on the participation of students to demonstrate what they know of the curriculum content (the ‘we do’ phase) and then an opportunity for children to demonstrate independent of teacher prompts what they know of the curriculum content (the ‘you do’ phase).

In this way it could be said that the preschool teacher and the two children are opening up for a mutual understanding of the activity itself—now we are seesawing. After that, something happens that affects the activity. The seesaw almost stops with Lukas at the top and Pelle at the bottom and the children thus encounter a problem. Malin notices this and immediately asks the question “how to do now then” (line 14), looks at Lukas first and then at Pelle, not allocating the turn to anyone in particular and is in that way opening up opportunity for either one of them to answer.

AILA Review, 19 (1), 83–99. Kidwell, M. (2011). Epistemics and embodiment in the actions of very young children. In T. Stivers, L. Mondada, & J. ), The morality of knowledge in conversation (pp. 257–284). Cambridge: Cambridge University Press. , & Zimmerman, D. (2006). “Observability” in the interactions of very young children. Communication Monographs, 73(1), 1–28. , & Zimmerman, D. H. (2007). Joint attention as action. Journal of Pragmatics, 39(3), 592–611. Koole, T. (2010). Displays of epistemic access: Student responses to teacher explanations.

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