| 1. |
- Anatoli Smith (Ivanova), Olga, 1984-, et al.
(författare)
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Child-initiated informings and conversational participation in a bilingual preschool
- 2023
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Ingår i: Journal of Pragmatics. - : Elsevier. - 0378-2166 .- 1879-1387. ; 217, s. 33-48
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores children's interactional competence in the context of bilingual early childhood education, looking specifically at how very young children initiate conversations with teachers by informing them about something interesting and new. Video recordings collected from ethnographic fieldwork in a Swedish–English preschool are investigated from the conversation analytic perspective, paying particular attention to multimodal aspects of naturally-occurring interactions. The analysis reveals that in initiating informings aimed at teachers in a multiparty institutional setting, children practice their bilingual skills in turn-taking and recipient design, and present their topic as relevant and coherent within the local material and conversational context. In so doing, children navigate institutional constraints on participation, secure teachers' recipiency, and establish themselves as knowledgeable speakers. Child-initiated participation in multiparty institutional settings provides a co-operative, transformative social process that constitutes an essential affordance for children's development of interactional competence in a bilingual educational context.
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| 2. |
- Aronsson, Karin, et al.
(författare)
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Activity contracts and directives in everyday family politics
- 2011
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Ingår i: Discourse & Society. - : SAGE Publications. - 0957-9265 .- 1460-3624. ; 22:2, s. 137-154
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Tidskriftsartikel (refereegranskat)abstract
- In theorizing on family life, children's agency is a feature of a modern type of family, marked by free choice and inter-generational negotiations rather than parental authority. A video ethnography of Swedish everyday family life documents directive sequences and inter-generational negotiations, including what is here called activity contracts: agreements that form a type of inter-generational account work around target activities (e.g. cleaning one's room). Within local family politics, contracts and revised contracts emerge as parts of such account work. The analyses focus on how contracts emerge within successive downgradings and upgradings of parental directives. Activity contracts regulate mutual rights and obligations, invoking family rule statements and local moral order, drawing on an array of verbal and nonverbal resources, ranging from parents' mitigated requests and children's time bargaining to nonverbal escape strategies and gentle shepherding.
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| 3. |
- Aronsson, Karin, 1946-, et al.
(författare)
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Förhandlingar mellan föräldrar och barn
- 2009. - 1
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Ingår i: Barn, barndom och föräldraskap. - Stockholm : Carlssons. - 9789173312875 ; , s. 136-154
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
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| 5. |
- Bateman, Amanda, et al.
(författare)
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Language as context : A case of early literacy practices in New Zealand and Sweden
- 2022
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Ingår i: International Journal of Early Years Education. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0966-9760 .- 1469-8463. ; 30:1, s. 55-70
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Tidskriftsartikel (refereegranskat)abstract
- Globally, there has been increasing adaptation of curricula frameworks in early childhood education, providing overarching principles of practice rather than subject specific templates for teaching and learning. While such a movement is to be commended as supporting a socio-cultural approach in meeting each childs unique social and cultural needs, the implementation of frameworks is not straightforward (Bateman 2022). By applying an ethnomethodological approach to child-teacher interactions, this article explores how early childhood curricula frameworks in Sweden and New Zealand are implemented in everyday talk-in-interaction between children and teachers. We use an ethnomethodological (EM) approach (Garfinkel 2002) and conversation analysis (CA) (Sacks, Schegloff, and Jefferson 1974) approach (EMCA) to situate language as context. This approach offers a move away from the broader perspective of context being a static environmental space, to context as co-constructed by the participants through their immediate interactions (Goodwin and Duranti 1992). Contextual resources involve the concrete social situations, background cultural knowledge, language, activity and situation types, participants knowledge about topics talked about and about each other and their interactional biographies (Linell 2009, 17).
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| 6. |
- Bergnehr, Disa, 1974-, et al.
(författare)
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Adult-initiated touch and its functions at a Swedish preschool: Controlling, affectionate, assisting and educative haptic conduct.
- 2018
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Ingår i: International Journal of Early Years Education. - : Informa UK Limited. - 0966-9760 .- 1469-8463. ; 26:3, s. 312-331
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Tidskriftsartikel (refereegranskat)abstract
- The present study examines adult–child touch and its functions in a Swedish preschool (for 1 to 5-year-old children). The data are naturalistic observations and video-recorded data of everyday preschool activities. The study describes the frequently occurring functions of educators’ haptic conduct (control, affectionate, affectionate-control, assisting and educative touch), discussing them in relation to the children's age, gender and type of the preschool activity. It reveals the complexity of touch, demonstrating that physical contact is used for a variety of purposes in the educators’ daily work. The educators employed touch without force, and the children did not respond with explicit and forceful resistance (such as pushing back or otherwise protesting). Adult-initiated haptic behaviour served a continuum of social purposes – from social–relational work, such as establishing and building affectively positive, caring, social relations, to practical and educative organisational efforts to manage the complex and busy preschool life. The distribution of adult–child touch categories brings attention to the bodily aspects of the early childhood educational setting and highlights some of the ways in which the requirements of the Swedish curriculum for Preschool and its focus on educare are actualised in the educators’ embodied conduct.
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| 7. |
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| 8. |
- Burdelski, Matthew, et al.
(författare)
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Control touch in caregiver-child interaction : embodied organization in triadic mediation of peer conflict in Swedish and Japanese
- 2021
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Ingår i: Touch in social interaction. - Oxon : Routledge. - 9781138541931 - 9781138541986 - 9781003026631 ; , s. 103-123
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Bokkapitel (refereegranskat)abstract
- This chapter explores caregiver control touch in encouraging children to comply with the normative rules of everyday social life. Based on linguistic and ethnographic methods undertaken in a Japanese and Swedish preschool, the analysis focuses on control touch in episodes where preschool teachers in the two societies mediated in peer conflict (e.g., hitting, taking another’s toy away). The analysis shows how teachers used control touch with other communicative resources such as gaze, talk, and participation frameworks in intervening in the conflict, which included engaging children in moral discourse (e.g., you mustn’t do X). It also shows how they used control touch in facilitating reparatory activity between the children involved. This included arranging children’s bodies in an interactional space so as to engage them in remedial work (e.g., say sorry) within face-to-face embodied formations. The cross-cultural findings suggest that control touch in preschool settings is a potentially rich arena for exploring children’s embodied socialization into moral and social accountability.
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| 9. |
- Cekaite, Asta, 1972-
(författare)
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Affective stances in teacher-novice student interactions : Language, embodiment, and willingness to learn in a Swedish primary classroom
- 2012
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Ingår i: Language in society (London. Print). - London : Cambridge University Press. - 0047-4045 .- 1469-8013. ; 41, s. 641-670
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Tidskriftsartikel (refereegranskat)abstract
- The present study explores a child, language, and cultural novices affective and moral socialization during her first year in a Swedish first-grade classroom. Within the language socialization framework, it focuses on the lexico-grammatical and embodied organization of the novices affectively charged noncompliant responses to (teacher) instructional directives, and the teachers socializing responsive moves (contextualizing them within local and wider societal values and ideologies). The methods adopted combine a microanalytic approach with ethnographic analyses of socialization within a classroom community.Longitudinal tracking of the novices stances demonstrated a trajectory across which socialization into normatively predictable cultural patterns did not occur. As shown, the students affective stances and the teachers socializing responses were consequential for the emergence of her "bad subject," that is, her socioculturally problematic identity (from a "resigned" to an "oppositional" student who was "unwilling" to learn). Such deviant cases, it is argued, provide insights into the contested and dynamic aspects of second language socialization and demonstrate how affective (and moral) stances are mobilized as resources in the indexing of institutional identities.
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| 10. |
- Cekaite, Asta, 1972-
(författare)
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Att minnas och lära med stavningsprogram
- 2011
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Ingår i: Lärande och minnande. - Stockholm : Norstedts. - 9789113037721 ; , s. 161-180
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Minnesfunktioner är något som det forskas intensivt om. Flera traditioner existerar parallellt. När det gäller minne i kombination med lärande är idag det socialpsykologiska perspektivet på frammarsch. Det går i korthet ut på att inget lärande sker som något isolerat utan alltid i samspel med andra människor och det sker också i samspel med allehanda hjälpmedel eller artefakter. Hur går lärande och minnande till? Vad är det egentligen? Det är detta denna bok försöker besvara. För att förstå det har en tvärvetenskaplig grupp samlats under Roger Säljös ledning för att utforska lärande och minnande. Varför är det viktigt att veta? Den nya kunskap som presenteras i denna bok får konsekvenser för framtida undervisning, för utformande av kommunikation av varierande slag och av artefakter. Vad är "minnande"? Det är en aktiv form av att minnas, minnande är något man lär sig, alltså ingen statisk förmåga. Det sker i samspel med andra människor och artefakter. Minnande är en del av lärandet och vice versa. Man kan inte lära något om man inte samtidigt minns. När man lär något sker ett minnande. Dessa tankar om minnande och lärande grundar sig alla medverkande författare på när de berättar om sina respektive forskningsprojekt. Deras berättelser spänner över många mänskliga områden, från hur tolvåringar arbetar med naturvetenskapliga experiment via dataspelande till polisförhör och från specialpedagogik via kontroverser till minnande och lärande i arkitektur.
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