Abstract
ABSTRACTThe data considered in this article was generated as part of a doctoral research study entitled: A sociocultural consideration of child-initiated interaction with teachers in indoor and outdoor spaces (Waters 2011) where child-initiated, teacher–child interaction in indoor and outdoor spaces were investigated. The purpose of the secondary analysis was twofold; firstly to explore, more deeply, the establishment of intersubjectivity between teacher and child in educative interaction, particularly in episodes that support and extend thinking. Secondly, the secondary analysis was to consider the role of the environment in such episodes. Through investigating the selected interactions using conversation analysis, it is revealed that children talk their environment into being (Heritage 1978) through the initiation of an interaction using a wh type question. Also, the child's initiation of an interaction regarding the environment sequentially offers the teacher an opportunity to engage in a sustained, affiliated interaction with the child via the mobilized topic.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: European Early Childhood Education Research Journal
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
