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Disputes in everyday life – Social and moral orders of children and young people has papers written by researchers whose interests lie in studying children's everyday…
Disputes in everyday life – Social and moral orders of children and young people has papers written by researchers whose interests lie in studying children's everyday interactions, with a balance of papers from emerging and well-established researchers in this field. The volume draws on scholarship from Australia, England, New Zealand, Sweden, Turkey, United States of America (USA), and Wales, investigating everyday practices of children's disputes in Australia, England, Italy, Sweden, USA, and Wales. The papers themselves speak to the theme of the volume, so we only briefly summarize their contents.
This chapter investigates children’s play and social interactions in a multilingual preschool context where the lingua franca (common language) is English. This…
This chapter investigates children’s play and social interactions in a multilingual preschool context where the lingua franca (common language) is English. This investigation follows the experiences of one child for whom English is a second language (L2). The analytic focus explores how the child gains access and participation in play activities in relation to the peer culture of the group.
Drawing on ethnomethodology and conversation analysis approaches, this chapter offers turn-by-turn analysis to show how the children’s interactions unfold and identifies children’s interactional approaches as they enter play and make friends. Particular attention is focused on how one of the children manages his attempts at entry into the peer group’s games using the building blocks.
The close detailed analysis of one extended episode highlighted the co-produced nature of interaction. The findings identify a repertoire of four resources used by one of the L2 children within the peer group, to access play activities in the building space: (1) linguistic resources of requests, such as “Can I play?” “Are you building?”; (2) “tailing” others closely; (3) references to the moral obligations of being a best friend; and (4) using objects as resources for entry. While the analytic focus is on one child’s strategies, analysis considers this child’s individual actions in relation to his peers. What is made apparent is that children’s uptake and participation in peer interaction is dependent on the social agenda and the local aspects of peer culture, not solely on children's language proficiency.
Attention to how children employ strategies to play and understanding the local conditions of peer culture can assist educators to support children’s attempts for participation and friendship in multilingual early years settings.
Approach – A handful of studies in ethnomethodology have targeted the conflicts of young members of society (Butler, 2008; Church, 2009; Danby & Baker, 1998a; Maynard…
Approach – A handful of studies in ethnomethodology have targeted the conflicts of young members of society (Butler, 2008; Church, 2009; Danby & Baker, 1998a; Maynard, 1985a; Theobald & Danby, 2012, in press). Two occasionally overlapping strands of inquiry may be identified in this research: studies with an interest in charting the local organization of dispute exchanges and those seeking to highlight the socializing aspects of dispute procedures.
Purpose – This chapter examines a single feature of everyday exchanges taking place in a correctional facility for male youth. It investigates the ways through which certain membership category collections (such as ‘gender’ or ‘stage-of-life’) are drawn upon to instigate (Goodwin, M. H. (1982). ‘Instigating’: Storytelling as a social process. American Ethnologist, 9, 799–819.) adversarial exchanges.
Methodology – In so doing, this chapter draws on the two chief strands of ethnomethodological inquiry: sequential analysis of talk as well as membership categorization analysis.
Research implications – The analysis not only allows for a deeper understanding of commonplace discourse practices in a confined correctional facility for young people, but more importantly, of the methods through which inmates draw on local, situational as well as commonsense resources to proverbially ‘rock the boat’, that is, to change the order of ongoing events.
Social implications – In this way, this chapter offers insight into the mundane life of a group of young people in forced care.
Purpose – This chapter investigates an episode where a supervising teacher on playground duty asks two boys to each give an account of their actions over an incident that…
Purpose – This chapter investigates an episode where a supervising teacher on playground duty asks two boys to each give an account of their actions over an incident that had just occurred on some climbing equipment in the playground.
Methodology – This chapter employs an ethnomethodological approach using conversation analysis. The data are taken from a corpus of video recorded interactions of children, aged 7–9 years, and the teacher, in school playgrounds during the lunch recess.
Findings – The findings show the ways that children work up accounts of their playground practices when asked by the teacher. The teacher initially provided interactional space for each child to give their version of the events. Ultimately, the teacher's version of how to act in the playground became the sanctioned one. The children and the teacher formulated particular social orders of behavior in the playground through multimodal devices, direct reported speech, and scripts. Such public displays of talk work as socialization practices that frame teacher-sanctioned morally appropriate actions in the playground.
Value of chapter – This chapter shows the pervasiveness of the teacher's social order, as she presented an institutional social order of how to interact in the playground, showing clearly the disjunction of adult–child orders between the teacher and children.
Purposes – The overall aim of the chapter is to explore children's acting and disputing within a family role-play and highlight how different roles are argued upon and…
Purposes – The overall aim of the chapter is to explore children's acting and disputing within a family role-play and highlight how different roles are argued upon and negotiated by the participants, both verbally and nonverbally.
Methodology – The chapter is drawn from a single play episode between five 6-year-old girls at a Swedish preschool. The analytical framework of the study is influenced by ethnomethodological work on social action focusing in particular on participants’ methodical ways of accomplishing and making sense of social activities.
Findings – The analyses show that the girls use a range of verbal and nonverbal resources to argue and accomplish the social order of the play (i) using past tense to display the factual past event status, and present tense to bid for upcoming events, (ii) building a mutual pretend understanding of places and objects that were used to configure nearness as well as distance in the girls’ interaction and relationship. Finally, the analyses clearly show that the significance of a pretend role is situated and depends on the social context in which it is negotiated.
Practical implications – To get acquainted with detailed analyses of children's pretend play can be useful for preschool teachers’ understanding of how children build relationships within the play, and hopefully awaken their interest to study children's play in depth in everyday practice.
Value of chapter – The present chapter contributes to a wider understanding of how social relationships are argued and negotiated by preschool girls within pretend family role-play.
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.
Purpose – Within the growing field of interactional research on children's interactions, the present study explores how social and moral order are established through…
Purpose – Within the growing field of interactional research on children's interactions, the present study explores how social and moral order are established through embodied practices in a multilingual kindergarten classroom. It explores the interactions of immigrant children (with very limited knowledge of Swedish as a second language) and the systematic formats of teachers’ questions employed during children's disputes and tattling (children's reports of peer group conflicts and accusations of untoward behaviour).
Methodology – The study is based on a video-ethnography (50 hours of recordings) in a multilingual kindergarten class for 6-year-olds in Sweden. The analytical approach combines Conversation Analysis (CA) with analysis of multimodally mobilized actions.
Findings – The analyses highlight how interactional meaning-making in conflict situations is accomplished with very limited linguistic resources. Children's tattle telling cornered teachers into the position of being a neutral authoritative agent who acted on their responsibility to resolve the conflict. Teachers reorganized tattle telling into a multiparty interrogation. Different interrogative formats were employed to establish a ‘factually correct’ description of the event. Teachers used open questions (‘what happened?’), ‘why’ and ‘yes/no’ interrogative formats. ‘Why’ questions were lexically designed to implicitly confirm the culpability of the accused child. ‘Yes/no’ questions invited the child's ratification of the teacher's version of the event.
Research implications – It is argued that research on children's social order will gain from understanding that conflict resolution in educational settings is a multilayered social practice that both presents a locus where the institutional order is (re)established and a locus where children's peer group concerns are played out.