Initiating interactions in the toddler peer group: Embodied conversation starters

• Published in: Research on Children and Social Interaction
• Main Authors: Gunnarsdóttir, Bryndís, Bateman, Amanda
• Other Authors: 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
• Language: English
• Published: Equinox Publishing 2022
• Subjects: Conversation analysis; Toddlers; Early childhood education and care; Interactions; Embodied interactions; Iceland
• Online Access: https://hdl.handle.net/20.500.11815/3815

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