When Verbal Disputes Get Physical

Abstract

Purpose – This chapter demonstrates the social organization practices evident in early childhood disputes in order to promote a greater understanding of the role of non-verbal, embodied actions within the dispute process. In doing so, this chapter offers insight into children's co-construction of disputes and has practical implications for early childhood teachers.

Methodology – Ethnomethodology (EM), conversation analysis (CA) and membership categorization analysis (MCA) are applied to the current study of children's disputes in order to offer insight into the sequences of social organization processes evident in children's disagreements.

Findings – This chapter presents a detailed analysis of the everyday disputes which four-year-old children engage in during their morning playtime at a primary school in Wales, UK. It reveals the children's use of physical gestures to support their verbal actions in order to maximize intersubjectivity between the participants. This joint understanding was necessary during the social organization process.

Practical implications – Managing children's physical disputes within an educational context is recognized as a very difficult aspect of a teacher's routine as the timing and level of intervention are so subjective (Bateman, 2011a). This chapter offers insight into the organization of physical disputes between young children, and so enables teachers to make an informed decision in their practice.

Citation

Bateman, A. (2012), "When Verbal Disputes Get Physical", Danby, S. and Theobald, M. (Ed.) Disputes in Everyday Life: Social and Moral Orders of Children and Young People (Sociological Studies of Children and Youth, Vol. 15), Emerald Group Publishing Limited, Leeds, pp. 267-295. https://doi.org/10.1108/S1537-4661(2012)0000015015