Initiating interactions in the toddler peer group: Embodied conversation starters
Two-year old children often express their understanding and intentions through embodied interactions as they co-produce social relationships. This article presents findings from an ethnomethodological study using conversation analysis to explore turn-taking in toddlers’ interactions in a preschool i...
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Online Access: | https://hdl.handle.net/20.500.11815/3815 |
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ftopinvisindi:oai:opinvisindi.is:20.500.11815/3815 2023-05-15T16:48:57+02:00 Initiating interactions in the toddler peer group: Embodied conversation starters Gunnarsdóttir, Bryndís Bateman, Amanda Faculty of Education and Pedagogy (UI) Deild kennslu- og menntunarfræði (HÍ) Menntavísindasvið (HÍ) School of education (UI) University of Iceland Háskóli Íslands 2022-10-05 5-29 https://hdl.handle.net/20.500.11815/3815 en eng Equinox Publishing Research on Children and Social Interactions;6(1) https://doi.org/10.1558/rcsi.22739 Gunnarsdottir, B., & Bateman, A. (2022). Initiating interactions in the toddler peer group: Embodied conversation starters. Research on Children and Social Interaction, 6(1), 5–29. https://doi.org/10.1558/rcsi.22739 2057-5807 https://hdl.handle.net/20.500.11815/3815 Research on Children and Social Interactions info:eu-repo/semantics/openAccess Conversation analysis Toddlers Early childhood education and care Interactions Embodied interactions info:eu-repo/semantics/article 2022 ftopinvisindi https://doi.org/20.500.11815/3815 https://doi.org/10.1558/rcsi.22739 2023-01-11T23:50:54Z Two-year old children often express their understanding and intentions through embodied interactions as they co-produce social relationships. This article presents findings from an ethnomethodological study using conversation analysis to explore turn-taking in toddlers’ interactions in a preschool in Iceland. Here, we focus on how toddlers initiate interaction through touch and gaze. These findings demonstrate that toddlers are adept at reading social cues from their peers and are competent at turn-taking and repair in embodied interactions resulting in significant exchanges in the peer group. As such, this article contributes to a growing body of research that demonstrates toddler’s competencies in organizing their own social worlds through embodied strategies that co-construct peer relationships in competent ways. Peer Reviewed; published Article in Journal/Newspaper Iceland Opin vísindi (Iceland) Research on Children and Social Interaction 6 1 |
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Opin vísindi (Iceland) |
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English |
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Conversation analysis Toddlers Early childhood education and care Interactions Embodied interactions |
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Conversation analysis Toddlers Early childhood education and care Interactions Embodied interactions Gunnarsdóttir, Bryndís Bateman, Amanda Initiating interactions in the toddler peer group: Embodied conversation starters |
topic_facet |
Conversation analysis Toddlers Early childhood education and care Interactions Embodied interactions |
description |
Two-year old children often express their understanding and intentions through embodied interactions as they co-produce social relationships. This article presents findings from an ethnomethodological study using conversation analysis to explore turn-taking in toddlers’ interactions in a preschool in Iceland. Here, we focus on how toddlers initiate interaction through touch and gaze. These findings demonstrate that toddlers are adept at reading social cues from their peers and are competent at turn-taking and repair in embodied interactions resulting in significant exchanges in the peer group. As such, this article contributes to a growing body of research that demonstrates toddler’s competencies in organizing their own social worlds through embodied strategies that co-construct peer relationships in competent ways. Peer Reviewed; published |
author2 |
Faculty of Education and Pedagogy (UI) Deild kennslu- og menntunarfræði (HÍ) Menntavísindasvið (HÍ) School of education (UI) University of Iceland Háskóli Íslands |
format |
Article in Journal/Newspaper |
author |
Gunnarsdóttir, Bryndís Bateman, Amanda |
author_facet |
Gunnarsdóttir, Bryndís Bateman, Amanda |
author_sort |
Gunnarsdóttir, Bryndís |
title |
Initiating interactions in the toddler peer group: Embodied conversation starters |
title_short |
Initiating interactions in the toddler peer group: Embodied conversation starters |
title_full |
Initiating interactions in the toddler peer group: Embodied conversation starters |
title_fullStr |
Initiating interactions in the toddler peer group: Embodied conversation starters |
title_full_unstemmed |
Initiating interactions in the toddler peer group: Embodied conversation starters |
title_sort |
initiating interactions in the toddler peer group: embodied conversation starters |
publisher |
Equinox Publishing |
publishDate |
2022 |
url |
https://hdl.handle.net/20.500.11815/3815 |
genre |
Iceland |
genre_facet |
Iceland |
op_relation |
Research on Children and Social Interactions;6(1) https://doi.org/10.1558/rcsi.22739 Gunnarsdottir, B., & Bateman, A. (2022). Initiating interactions in the toddler peer group: Embodied conversation starters. Research on Children and Social Interaction, 6(1), 5–29. https://doi.org/10.1558/rcsi.22739 2057-5807 https://hdl.handle.net/20.500.11815/3815 Research on Children and Social Interactions |
op_rights |
info:eu-repo/semantics/openAccess |
op_doi |
https://doi.org/20.500.11815/3815 https://doi.org/10.1558/rcsi.22739 |
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Research on Children and Social Interaction |
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6 |
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1 |
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1766039034714390528 |