Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-ndmmz Total loading time: 0 Render date: 2024-05-31T18:26:18.865Z Has data issue: false hasContentIssue false

Part II - Pedagogy in Interaction

Published online by Cambridge University Press:  16 June 2022

Amelia Church
Affiliation:
University of Melbourne
Amanda Bateman
Affiliation:
Swansea University
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Talking with Children
A Handbook of Interaction in Early Childhood Education
, pp. 163 - 306
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Bell, S., Harkness, S., and White, G. (2006). Storyline: Past, Present and Future. Glasgow: University of Strathclyde.Google Scholar
Berenst, J. (2006). Metacommunicatieve praktijken van ouders in voorleesinteracties met kinderen. In Hoeken, H., Hendriks, B., and Schellens, P. J. (eds.), Studies in Taalbeheersing 2 (pp. 2031). Assen: Van Gorcum.Google Scholar
Berenst, J. (2015). Ontluikende geletterdheid. In Loonstra, J. H., Mentink, M., and Rem, C. (eds.), Van baby tot kleuter. De veelzijdige en indrukwekkende ontwikkeling van kinderen van 0–4 jaar (pp.179221). Antwerpen/Apeldoorn: Garant Uitgevers.Google Scholar
Bus, A. G., IJzendoorn, M. H., and Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: a meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 121.CrossRefGoogle Scholar
Cekaite, A., Blum-Kulka, S., Grøver, V., and Teubal, E. (eds.). (2014). Children’s Peer Talk: Learning from Each Other. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Clay, M. (1991). Becoming Literate: The Construction of Inner Control. Portsmouth, NH: Heinemann.Google Scholar
Coates, E., and Coates, A. (2006). Young children talking and drawing. International Journal of Early Years Education, 14(3), 221241.Google Scholar
Davidson, C., Danby, S., Ekberg, S., and Thorpe, K. (2020). The interactional achievement of reading aloud by young children and parents during digital technology use. Journal of Early Childhood Literacy (online). https://doi.org/10.1177/1468798419896040Google Scholar
Deunk, M. I. (2009). Discourse practices in preschool: young children’s participation in everyday classroom activities [doctoral thesis]. Groningen: University of Groningen.Google Scholar
Deunk, M. I., Berenst, J., and de Glopper, C. (2013). Home-school book sharing comes in many forms: a microanalysis of teacher-child interaction during the activity of borrowing a school book. Journal of Early Childhood Literacy, 13(2), 242270.Google Scholar
Duke, N. K., and Purcell-Gates, V. (2003). Genres at home and at school: bridging the known to the new. The Reading Teacher, 57(1), 3037.Google Scholar
Edwards, C. M. (2014), Maternal literacy practices and toddlers’ emergency literacy skills. Journal of Early Childhood Literacy, 14(1), 5379.Google Scholar
Gosen, M. N. (2012). Tracing learning in interaction: an analysis of shared reading of picture books at kindergarten [doctoral thesis]. Groningen: University of Groningen.Google Scholar
Gosen, M. N., Berenst, J., and de Glopper, K. (2013). The interactional structure of explanations during shared reading at kindergarten. International Journal of Educational Research, 62, 6274.Google Scholar
Gosen, M. N., Berenst, J., and de Glopper, K. (2015a). Problem-solving during shared reading at kindergarten. Classroom Discourse, 6(3), 175197.CrossRefGoogle Scholar
Gosen, M. N., Berenst, J., and de Glopper, C. (2015b). Shared reading at kindergarten: understanding book content through participation. Pragmatics and Society, 6(3), 367397.CrossRefGoogle Scholar
Haas Dyson, A. (1995). Writing children. Reinventing the development of childhood literacy. Written Communication, 12(1), 446.Google Scholar
Herder, A., Berenst, J., De Glopper, K., and Koole, T. (2018). Reflective practices in collaborative writing of primary school students. International Journal of Educational Research, 90, 160174.Google Scholar
Hiddink, F. C. (2019a). Early childhood problem-solving interaction: young children’s discourse during small-group work in primary school [doctoral thesis]. Groningen: University of Groningen.Google Scholar
Hiddink, F. (2019b). Probleembesprekingen met samenwerkende kleuters. Tijdschrift voor taalbeheersing, 41(1), 89103.CrossRefGoogle Scholar
Huebner, C. E., and Meltzoff, A. N. (2005). Intervention to change parent-child reading style: a comparison of instructional methods. Journal of Applied Developmental Psychology, 26, 296313.CrossRefGoogle Scholar
Kissel, B., Hansen, J., Tower, H., and Lawrence, J. (2011). The influential interactions of pre-kindergarten writers. Journal of Early Childhood Literacy, 11(4), 425452.Google Scholar
Koole, T. (2012). The epistemics of student problems: explaining mathematics in a multi-lingual class. Journal of Pragmatics, 44(13), 19021916Google Scholar
Levinson, S. (1992), Activity types and language. In Drew, P. and Heritage, J. (eds.), Talk at Work: Interaction in Institutional Settings (pp. 66100). Cambridge: Cambridge University Press.Google Scholar
Lowe, V. (2011). ‘Don’t tell me all about it, just read it’’. In Kümmerling, B. -Meibauer (ed.), Emergent Literacy: Children’s Books from 0–3. Amsterdam/Philadelphia: John Benjamins.Google Scholar
Mol, S. E., and Bus, A. G. (2011). To read or not to read: a meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267296.Google Scholar
Mol, S. E., Bus, A. G., de Jong, M. T., and Smeets, D. J. H. (2008). Added value of dialogic parent–child book readings: a meta-analysis. Early Education and Development, 19(1), 726.Google Scholar
Morrow, L. M., and Tracy, D. H. (2005). Instructional environments for language and learning: considerations for young children. In: Flood, J., Lapp, D., and Brice Heath, S. (eds.), Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts (pp. 485495). Abingdon: Taylor and Francis.Google Scholar
Muhinyi, A., Hesketh, A., Stewart, A. J., and Rowland, C. F. (2020). Story choice matters for caregiver extra-textual talk during shared reading with preschoolers. Journal of Child Language, 47(3), 633654.Google Scholar
Neumann, M. M., Hood, M., and Ford, R. (2013). Mother-child referencing of environmental print and its relationship with emergent literacy skills. Early Education and Development, 24(8), 11751193.CrossRefGoogle Scholar
Ninio, A., and Snow, C.E. (1996). Pragmatic Development. Boulder, CO: Westview Press.Google Scholar
Payne, A. C., Whitehurst, G. J., and Angell, A. L. (1994). The role of home literacy environment in the development of language ability in preschool children from low-income families. Early Childhood Research Quarterly, 9(3–4), 427440.Google Scholar
Reese, E., Sparks, A., and Leyva, D. (2010). A review of parent interventions for preschool children’s language and emergent literacy. Journal of Early Childhood Literacy, 10(1), 97117.Google Scholar
Sénéchal, M., and LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill: a five-year longitudinal study. Child Development, 73(2), 445460.CrossRefGoogle ScholarPubMed
Sulzby, E., Teale, W. H., and Kamberelis, G. (1989). Emergent writing in the classroom: home and school connections. In Strickland, D. S. and Morrow, L. M. (eds.), Emerging Literacy: Young Children Learn to Read and Write (pp 6379). Newark, NY: IRA.Google Scholar
Teale, W. H., and Sulzby, E. (1986). Emergent Literacy: Writing and Reading. Norwood, NJ: Ablex.Google Scholar
Teale, W. H., Whittingham, C. E., and Hoffman, E. B. (2020). Early literacy research, 2006–2015: a decade of measured progress. Journal of Early Childhood Literacy, 20(2), 169222.CrossRefGoogle Scholar
Van Oers, B. (2007). Helping young children to become literate: the relevance of narrative competence for developmental education. European Early Childhood Education Research Journal, 15(3), 299312.Google Scholar
Vygotsky, L. S. (1978). Mind in Society. The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.Google Scholar

References

Aldridge, M., and Wood, J. (1998). Interviewing Children: A Guide for Child Care and Forensic Practitioners. West Sussex: John Wiley.Google Scholar
Barkhuizen, G. (2011). Narrative knowledging in TESOL. TESOL Quarterly, 45(3), 391414. Available from: www.jstor.org/stable/41307694Google Scholar
Bateman, A. (2018). Ventriloquism as early literacy practice: making meaning in pretend play. Early Years, 38(1), 6885. https://doi.org/10.1080/09575146.2016.1254162Google Scholar
Bateman, A. (2020). Young children’s affective stance through embodied displays of emotion during tellings. Text & Talk, 40(5), 643668. https://doi.org/10.1515/text-2020-2077CrossRefGoogle Scholar
Bateman, A., and Carr, M. (2017). Pursuing a telling: managing a multi-unit turn in children’s storytelling. In Bateman, A. and Church, A. (eds.), Children and Knowledge: Studies in Conversation Analysis (pp. 91110). Singapore: Springer. https://doi.org/10.1007/978-981-10-1703-2Google Scholar
Bateman, A., and Danby, S. (2013). Recovering from the earthquake: early childhood teachers and children collaboratively telling stories about their experiences. Disaster Management and Prevention Journal, 22(5), 467479. https://doi.org/10.1108/DPM-10–2013-0177Google Scholar
Bateman, A., Danby, S., and Howard, J. (2015). Using conversation analysis for understanding children’s talk about traumatic events. In O’Reilly, M. and Lester, J. (eds.), Handbook of Child Mental Health: Discourse and Conversation Studies (pp. 402421). New York, NY: Palgrave Macmillan. https://doi.org/10.1057/9781137428318Google Scholar
Blum-Kulka, S. (1990). You don’t touch lettuce with your fingers: parental politeness in family discourse. Journal of Pragmatics, 14, 259288. https://doi.org/10.1016/0378–2166(90)90083-PGoogle Scholar
Bruner, J. S. (1986). Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press.Google Scholar
Burdelski, M. (2019). Young children’s multimodal participation in storytelling: analyzing talk and gesture in Japanese family interaction. In Burdelski, M. and Evaldsson, A-C (eds.), A Multimodal CA Perspective on Children’s Collaborative Tellings of Events. Research on Children and Social Interaction, Special Issue, 3(1–2), 15. https://doi.org/10.1558/rcsi.38982.Google Scholar
Burdelski, M., and Evaldsson, A-C. (eds.) (2019). A Multimodal CA Perspective on Children’s Collaborative Tellings of Events. Research on Children and Social Interaction, Special Issue, 3(1–2), 15. https://doi.org/10.1558/rcsi.38982Google Scholar
Cekaite, A., and Björk-Willén, P. (2018). Enchantment in storytelling: co-operation and participation in children’s aesthetic experience. Linguistics and Education, 48, 5260. https://doi.org/org/10.1016/j.linged.2018.08.005CrossRefGoogle Scholar
Engel, S. (1995). The Stories Children Tell: Making Sense of the Narratives of Childhood. New York, NY: W. H. Freeman.Google Scholar
Evaldsson, A-C., and Fernandes, O. A. (2019). Embodied performances and footings in a young child’s spontaneous participation in bilingual Russian–Swedish storytelling. In Burdelski, M. and Evaldsson, A-C (eds.), A Multimodal CA Perspective on Children’s Collaborative Tellings of Events. Research on Children and Social Interaction, Special Issue, 3(1–2), 3664. https://doi.org/10.1558/rcsi.37297Google Scholar
Farrant, K., and Reese, E. (2000). Maternal style and children’s participation in reminiscing: stepping stones in children’s autobiographical memory development. Journal of Cognition and Development, 1(2), 193225.Google Scholar
Filipi, A. (2007). A toddler’s treatment of mm and mm hm in talk with a parent. Australian Review of Applied Linguistics, 30(3), 117. https://doi.org/10.2104/ARAL0733Google Scholar
Filipi, A. (2009). Toddler and Parent Interaction: The Organisation of Gaze, Pointing and Vocalization. Amsterdam/Philadelphia: John Benjamins.Google Scholar
Filipi, A. (2017a). Exploring the recognisability of early story-telling through an interactional lens. Research on Children and Social Interaction, 1(2), 141163. https://doi.org/10.1558/rcsi.31370Google Scholar
Filipi, A. (2017b). The emergence of early story-telling. In Bateman, A. and Church, A. (eds.), Children’s Knowledge-in-Interaction: Studies in Conversation Analysis (pp. 279295). Singapore: Springer. https://doi.org/10.1007/978-981-10-1703-2CrossRefGoogle Scholar
Filipi, A. (2018a). Making teacher talk comprehensible through language alternation practices. In Filipi, A. and Markee, N. (eds.), Conversation Analysis and Language Alternation: Capturing Transitions in the Classroom (pp. 183204). Amsterdam/Philadelphia: John Benjamins. https://doi.org/10.1075/pbns.295CrossRefGoogle Scholar
Filipi, A. (2018b). Using language alternation to establish epistemic status in an Italian as a second language lesson. In Seedhouse, P., Sert, O., and Balaman, U. (eds.), Conversation Analytic Studies on Teaching and Learning Practices: International Perspectives. Hacettepe University Journal of Education, Special Issue, 33, 3653. https://doi.org/10.16986/HUJE.2018038795Google Scholar
Filipi, A. (2019). Snapshots of how story-telling is triggered in interactions with children aged two, three and three and a half. In Burdelski, M. and Evaldsson, A-C (eds.), A Multimodal CA Perspective on Children’s Collaborative Tellings of Events. Research on Children and Social Interaction, Special Issue, 3(1–2), 219143. https://doi.org/10.1558/rcsi.37285Google Scholar
Filipi, A. (2022). The shape of child-initiated in pretend play in interactions with a parent at ages 15 months and 3. In Filipi, A., Ta, B. T., and Theobald, M. (eds.), Storytelling Practices in Home and Educational Contexts: Perspectives from Conversation Analysis. Cham: Springer.Google Scholar
Goodwin, M. H., and Kyratzis, A. (2011). Peer language socialization. In Duranti, A., Ochs, E., and Schiefflein, B. B. (eds.), The Handbook of Language Socialization (pp. 365–390). Malden, NJ: Blackwell. https://doi.org/10.1002/9781444342901.ch16Google Scholar
Heath, S. B. (1983). Ways with Words: Language, Life and Work in Communities and Classrooms. New York, NY: Cambridge University Press.Google Scholar
Heller, V. (2019). Embodied displacements in young German children’s storytelling: layering of spaces, voices and bodies. In Burdelski, M. and Evaldsson, A-C (eds.), A Multimodal CA Perspective on Children’s Collaborative Tellings of Events. Research on Children and Social Interaction, Special Issue, 3(1–2), 168195. https://doi.org/10.1558/rcsi.37311Google Scholar
Heritage, J. (2012). The epistemic engine: sequence organization and territories of knowledge. Research on Language and Social Interaction, 45(1), 3052. https://doi.org/10.1080/08351813.2012.646685Google Scholar
Heritage, J., and Sorjonen, M-L. (1994). Constituting and maintaining activities across sequences: and-prefacing as a feature of question design. Language in Society, 23(1), 129. https://doi.org/10.1017/S0047404500017656Google Scholar
Horsdal, M. (2012). Telling Lives: Exploring Dimensions of Narratives. New York, NY: Routledge.Google Scholar
Hutchby, I., and Wooffitt, R. (2008). Conversation Analysis (2nd ed.). Cambridge: Polity Press.Google Scholar
Labov, W., and Waletzky, J. (1967). Narrative analysis: oral versions of personal experience. In Helm, J. (ed.), Essays on the Verbal and Visual Arts (pp. 1234). Seattle, WA: University of Washington Press.Google Scholar
Lerner, G. (1992). Assisted storytelling: deploying shared knowledge as a practical matter. Qualitative Sociology, 15(3), 247271. https://doi.org/10.1007/BF00990328CrossRefGoogle Scholar
Mandelbaum, J. (2012). Story-telling in conversation. In Sidnell, J. and Stivers, T. (eds.), The Handbook of Conversation Analysis (pp. 492508). Chichester: Wiley-Blackwell. https://doi.org/10.1002/9781118325001.ch24Google Scholar
Martin, B. Jr. (1994). Brown Bear. New York, NY: Henry Holt & Company Inc.Google Scholar
McCabe, A., and Peterson, C. (1991). Getting the story: a longitudinal study of parental styles in eliciting narratives and developing narrative skill. In McCabe, A. and Peterson, C. (eds.), Developing Narrative Structure (pp. 217253). Hillsdale, NJ: Erlbaum.Google Scholar
Mehan, H. (1979). Learning Lessons: Social Organization in the Classroom. Boston, MA: Harvard University Press. https://doi.org/10.4159/harvard.9780674420106Google Scholar
Morita, E. (2019). Japanese two-year-olds’ spontaneous participation in storytelling activities as social interaction. In Burdelski, M. and Evaldsson, A-C (eds.), A Multimodal CA Perspective on Children’s Collaborative Tellings of Events. Research on Children and Social Interaction, Special Issue, 3(1–2), 6591. https://doi.org/10.1558/rcsi.37312Google Scholar
Nelson, K. (1996). Language in Cognitive Development. New York, NY: Cambridge University Press.Google Scholar
Nevile, M. (2006). Making sequentiality salient: and-prefacing in the talk of airline pilots. Discourse Studies, 8(2), 279302. https://doi.org//10.1177/1461445606061797Google Scholar
Nicolopoulou, A. (2016). Young children’s pretend play and storytelling as modes of narrative activity. In Douglas, S. and Stirling, L. (eds.), Children’s Play, Pretense, and Story: Studies in Culture, Context, and Autism Spectrum Disorder (pp. 627). New York/London: Routledge.Google Scholar
Peterson, C., and Jesso, B. (2008). Parent/caregiver: narrative development (37–48 months). In Phillips, L. (ed.), Handbook of Language and Literacy Development: A Roadmap from 060 Months (pp. 110). London, ON: Canadian Language and Literacy Research Network.Google Scholar
Peterson, C., & McCabe, A. (1983). Developmental Psycholinguistics: Three Ways of Looking at a Child’s Narrative. New York, NY: Plenum.CrossRefGoogle Scholar
Radford, J., and Mahon, M. (2010). Multi-modal participation in storybook sharing. In Gardner, H. and Forrester, M. (eds.), Analysing Interactions in Childhood: Insights from Conversation Analysis (pp. 209–226). West Sussex: John Wiley. https://doi.org/10.1111/j.1460–6984.2011.00098.xGoogle Scholar
Reese, E. (1995). Predicting children’s literacy from mother-child conversations. Cognitive Development, 10(3), 381405. https://doi.org/10.1016/0885–2014(95)90003-9Google Scholar
Reese, E., and Brown, N. (2000). Reminiscing and recounting in the preschool years. Applied Cognitive Psychology, 14(1), 117 https://doi.org/10.1002/(SICI)1099-0720(200001)14:1<::AID-ACP625>3.0.CO;2-G3.0.CO;2-G>CrossRefGoogle Scholar
Reese, E., Haden, C. A., and Fivush, R. (1993). Mother–child conversations about the past: relationships of style and memory over time. Cognitive Development, 8, 403430. https://doi.org/10.1016/S0885-2014(05)80002-4Google Scholar
Rome-Flanders, T., Cronk, C., and Gourde, C. (1995). Maternal scaffolding in mother-infant games and its relationship to language development: a longitudinal study. First Language, 15(3), 339355. https://doi.org/10.1177/014272379501504505Google Scholar
Sacks, H. (1992). Long sequences. In Jefferson, G. (ed.), Lectures on Conversation (vol. 2, pp. 354359). Oxford: Blackwell.Google Scholar
Schegloff, E. A. (1988). Presequences and indirection. Applying speech act theory to ordinary conversation. Journal of Pragmatics, 12, 5562. https://doi.org/10.1016/0378-2166(88)90019-7Google Scholar
Schegloff, E. A. (1991). Reflections on talk and social structure. In Boden, D. and Zimmerman, D. H. (eds.), Talk and Social Structure (pp. 4470). Cambridge: Polity Press.Google Scholar
Schegloff, E. A. (2007). Sequence Organization in Interaction: A Primer in Conversation Analysis. Cambridge: Cambridge University Press.Google Scholar
Schick, A., and Melzi, G. (2010). The development of children’s oral narratives across contexts. Early Education and Development, 21(3), 293317. https://doi.org/10.1080/10409281003680578Google Scholar
Searles, D. K. (2019). Positioning updates as relevant: an analysis of child-initiated updating in American and Canadian families. In Burdelski, M. and Evaldsson, A-C (eds.), A Multimodal CA Perspective on Children’s Collaborative Tellings of Events. Special Issue, Research on Children and Social Interaction, 3(1–2), 144167. https://doi.org/10.1558/rcsi.37286Google Scholar
Shaw, R., and Kitzinger, C. (2007). Memory in interaction: an analysis of repeat calls to a home birth helpline. Research on Language & Social Interaction, 40(1), 117144. https://doi.org/10.1080/08351810701331307Google Scholar
Sidnell, J. (2010). Conversation Analysis. West Sussex: Wiley-Blackwell.Google Scholar
Snow, C. E., Tabors, P. O., and Dickinson, D. K. (2001). Language development in the preschool years. In Dickinson, D. K. and Tabors, P. O. (eds.), Beginning Literacy with Language: Young Children Learning at Home and School (pp. 125). Baltimore, MD: P. H. Brookes Publishing.Google Scholar
Stokoe, E., and Edwards, D. (2006). Story formulations in talk-in-interaction. Narrative Inquiry, 16(1), 5665. https://doi.org/10.1075/ni.16.1.09stoGoogle Scholar
Takada, A., and Kawashima, M. (2019). Caregivers’ strategies for eliciting storytelling from toddlers in Japanese caregiver–child picture book reading activities. In Burdelski, M. and Evaldsson, A-C (eds.), A Multimodal CA Perspective on Children’s Collaborative Tellings of Events. Research on Children and Social Interaction, Special Issue, 3(1–2), 196223. https://doi.org/10.1558/rcsi.37287Google Scholar
Takagi, T. (2019). Referring to past actions in caregiver–child interaction in Japanese. In Burdelski, M. and Evaldsson, A-C (eds.), A Multimodal CA Perspective on Children’s Collaborative Tellings of Events. Research on Children and Social Interaction, Special Issue, 3(1–2), 92118. https://doi.org/10.1558/rcsi.37384Google Scholar
Theobald, M. (2016). Achieving competence: the interactional features of children’s storytelling. Childhood, 23(10), 87104. https://doi.org/10.1177/0907568215571619Google Scholar
Theobald, M. (2019). Scaffolding storytelling and participation with a bilingual child in a culturally and linguistically diverse preschool in Australia. In Burdelski, M. and Evaldsson, A-C (eds.), A Multimodal CA Perspective on Children’s Collaborative Tellings of Events. Research on Children and Social Interaction, Special Issue, 3(12), 224247. https://doi.org/10.1558/rcsi.37294Google Scholar
Theobald, M., and Reynolds, E. (2015). In pursuit of some appreciation: assessment and group membership in children’s second stories. Text & Talk, 35(3), 407430. https://doi.org/10.1515/text-2015-0006Google Scholar
Vygotsky, L. S. (1962). Thought and Language. Cambridge, MA: MIT Press.Google Scholar
Wigglesworth, G., and Stavans, A. (2001). A cross-cultural investigation of parental interaction in narrative with children at a range of ages. In Nelson, K., Aksu-Koc, A., and Johnson, C. (eds.), Children’s Language, Volume 10: Narrative and Discourse Development (pp. 7393). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
You, H-J. (2015). Reference to shared past events and memories. Journal of Pragmatics, 87, 238250. https://doi.org/10.1016/j.pragma.2015.02.003Google Scholar

References

AAP Council on Communications and Media. (2016). Media and Young Minds. Pediatrics, 138(5). https://doi.org/10.1542/peds.2016-2591Google Scholar
Australian Curriculum Assessment and Reporting Authority. (n.d.). Reading and viewing | The Australian Curriculum. Available from: www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-literacy-learning-progression/reading-and-viewing/?subElementId=50892&searchTerm=onset#dimension-content [last accessed 15 December 2021].Google Scholar
Bateman, A. (2013). Responding to children’s answers: questions embedded in the social context of early childhood education. Early Years, 33(3), 275288. https://doi.org/10.1080/09575146.2013.800844Google Scholar
Bateman, A., Danby, S., and Howard, J. (2013). Everyday preschool talk about Christchurch earthquakes. Australian Journal of Communication, 40(1), 103122. https://search.informit.com.au/fullTextGoogle Scholar
Blackwell, C. K., Lauricella, A. R., and Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers & Education, 77, 8290. https://doi.org/10.1016/j.compedu.2014.04.013Google Scholar
Danby, S., and Davidson, C. (2019). Webs of relationships: young children’s engagement with Web searching. In Flewitt, R. and Erstad, O. (eds.), Routledge Handbook of Digital Literacies. Abingdon: Routledge.Google Scholar
Danby, S., Davidson, C., Given, L., and Thorpe, K. (2016). Composing an email: social interaction in a preschool classroom. In Garvis, S. and Lemon, N. (eds.), Understanding Digital Technologies and Young Children: An International Perspective (pp. 518). Abingdon: Routledge (Taylor & Francis Group).Google Scholar
Danby, S., Fleer, M., Davidson, C., and Hatzigianni, M. (2020). Digital childhoods across contexts and countries. In Danby, S., Fleer, M., Davidson, C., and Hatzigianni, M. (eds.), Digital Childhoods: Technologies and Children’s Everyday Lives (pp. 114). London: Springer. https://doi.org/10.4135/9781529714388.n230Google Scholar
Davidson, C. (2010). ‘Click on the big red car’: the social accomplishment of playing a wiggles computer game. Convergence, 16(4), 375394. https://doi.org/10.1177/1354856510375526Google Scholar
Davidson, C., Danby, S., Ekberg, S., and Thorpe, K. (2020). The interactional achievement of reading aloud by young children and parents during digital technology use. Journal of Early Childhood Literacy (online). https://doi.org/10.1177/1468798419896040Google Scholar
Davidson, C., Danby, S., Given, L. M., and Thorpe, K. (2018). Producing contexts for young children’s digital technology use: Web searching during adult-child interactions at home and preschool. In Danby, S., Fleer, M., Davidson, C., and Hatzigianni, M. (eds.), Digital Childhood (vol. 22, pp. 6582). London: Springer. https://doi.org/10.1007/978-981-10-6484-5_5Google Scholar
Department of Education and Training. (2009). Belonging, Being and Becoming – The Early Years Learning Framework for Australia. Commonwealth of Australia. http://nla.gov.au/nla.arc-109966Google Scholar
Early Childhood Australia. (2018). Statement on young children and digital technologies. Available from: www.earlychildhoodaustralia.org.au/wp-content/uploads/2018/10/Digital-policy-statement.pdf [last accessed 15 December 2021].Google Scholar
Edwards, S. (2016). New concepts of play and the problem of technology, digital media and popular-culture integration with play-based learning in early childhood education. Technology, Pedagogy and Education, 25(4), 513532. https://doi.org/10.1080/1475939X.2015.1108929CrossRefGoogle Scholar
Edwards, S., Mantilla, A., Grieshaber, S., Nuttall, J., and Wood, E. (2020). Converged play characteristics for early childhood education: multi-modal, global-local, and traditional-digital. Oxford Review of Education, 46(5), 637660. https://doi.org/10.1080/03054985.2020.1750358Google Scholar
Gardner, R., and Mushin, I. (2013). Teachers telling: informings in an Early Years classroom. Australian Journal of Communication, 40(2), 6382. http://austjourcomm.org/index.php/ajc/article/view/6Google Scholar
Garrison, M. M., and Christakis, D. A. (2012). The impact of a healthy media use intervention on sleep in preschool children. Pediatrics, 130(3), 492499. https://doi.org/10.1542/peds.2011-3153Google Scholar
Garvis, S., and Lemon, N. (2016). Introduction. In Garvis, S. and Lemon, N. (eds.), Understanding Digital Technologies and Young Children: An International Perspective (pp. 15). Abingdon: Routledge.Google Scholar
Goodwin, M. (2006). Participation, affect, and trajectory in family directive/response sequences. Text & Talk, 26(4–5), 515543.Google Scholar
Heritage, J. (1984). A change-of-state token and aspects of its sequential placement. In Atkinson, J. and Heritage, J. (eds.), Structures of Social Action (pp. 299345). Cambridge: Cambridge University Press.Google Scholar
Houen, S. (2012). Talk and Web searching in an Early Years classroom. Masters Dissertation, Queenland University of Technology. http://eprints.qut.edu.au/54617/Google Scholar
Houen, S., Danby, S., Farrell, A., and Thorpe, K. (2017). Web searching as a context to build on young children’s displayed knowledge. In Bateman, A. and Church, A. (eds.), Children’s Knowledge-in-Interaction: Studies in Conversation Analysis (pp. 5772). London: Springer. https://doi.org/10.1007/978–981-10–1703-2_4Google Scholar
Howie, E. K., Coenen, P., Campbell, A. C., Ranelli, S., and Straker, L. M. (2017). Head, trunk and arm posture amplitude and variation, muscle activity, sedentariness and physical activity of 3- to 5-year-old children during tablet computer use compared to television watching and toy play. Applied Ergonomics, 65, 4150. https://doi.org/10.1016/j.apergo.2017.05.011Google Scholar
Hurwitz, L. B., and Schmitt, K. L. (2020). Can children benefit from early Internet exposure? Short- and long-term links between Internet use, digital skill, and academic performance. Computers & Education, 146, 103750. https://doi.org/10.1016/j.compedu.2019.103750CrossRefGoogle Scholar
Hutchby, I., and Wooffitt, R. (2008). Conversation Analysis (2nd ed.). Cambridge: Polity Press.Google Scholar
Kahn, M., Schnabel, O., Gradisar, M., Rozen, G. S., Slone, M., et al. (2020). Sleep, screen time and behaviour problems in preschool children: an actigraphy study. European Child & Adolescent Psychiatry, 30(11), 17931802. https://doi.org/10.1007/s00787-020-01654-wGoogle Scholar
Koshik, I. (2002). Designedly incomplete utterances: a pedagogical practice for eliciting knowledge displays in error correction sequences. Research on Language and Social Interaction, 35(3), 277309. https://doi.org/10.1207/S15327973RLSI3503Google Scholar
Lee, Y. (2007). Third turn position in teacher talk: contingency and the work of teaching. Journal of Pragmatics, 39(1), 12041230. https://doi.org/10.1016/j.pragma.2006.11.003Google Scholar
Livingstone, S., Mascheroni, G., and Staksrud, E. (2015). Developing a Framework for Researching Children’ s Online Risks and Opportunities in Europe. London: EU Kids Online.Google Scholar
Mantilla, A., and Edwards, S. (2019). Digital technology use by and with young children: a systematic review for the Statement on Young Children and Digital Technologies. Australasian Journal of Early Childhood, 44(2), 182195. https://doi.org/10.1177/1836939119832744CrossRefGoogle Scholar
Marsh, J., Brooks, G., Hughes, J., Ritchie, L., Roberts, S., & Wright, K. (2005). Digital Beginnings: Young Children’s Use of Popular Culture, Media and New Technologies. London: Routledge. https://doi.org/10.4324/9780203420324Google Scholar
Peters, S., and Davis, K. (2011). Fostering children’s working theories: pedagogic issues and dilemmas in New Zealand. Early Years, 31(1), 517. https://doi.org/10.1080/09575146.2010.549107Google Scholar
Plowman, L. (2016). Learning technology at home and preschool. In Rushby, N. and Surry, D. (eds.), The Wiley Handbook of Learning Technology (pp. 96112). Chichester: John Wiley.Google Scholar
Curriculum, Queensland and Authority, Assessment. (2010). Teaching reading and viewing: Comprehension strategies and activities for Years 1–9.Google Scholar
Rogoff, B., Mistry, J., Goncu, A., and Mosier, C. (1993). Guided participation in cultural activity by toddlers and caregivers. Monographs of the Society for Research in Child Development, 58(7), 1174.Google Scholar
Spink, A., Danby, S., Mallan, K., and Butler, C. (2010). Exploring young children’s web searching and technoliteracy. Journal of Documentation, 66(2), 91206. https://doi.org/10.1108/00220411011023616Google Scholar
Stivers, T., and Rossano, F. (2010). Mobilizing response. Research on Language & Social Interaction, 43(1), 331. https://doi.org/10.1080/08351810903471258Google Scholar
Straker, L., Zabatiero, J., Danby, S., Thorpe, K., and Edwards, S. (2018). Conflicting guidelines on young children’s screen time and use of digital technology create policy and practice dilemmas. The Journal of Pediatrics, 202, 300303. https://doi.org/10.1016/j.jpeds.2018.07.019Google Scholar
Theobald, M. (2019). Scaffolding storytelling and participation with a bilingual child in a culturally and linguistically diverse preschool in Australia. Research on Children and Social Interaction, 3(1–2), 224247. https://doi.org/10.1558/rcsi.37294Google Scholar
Theobald, M., McFadden, A., Lunn, J., et al. (2020). Digital play in early childhood education: Connect-Contest-Create: 3C questioning framework for relational information literacy. https://eprints.qut.edu.au/202505/Google Scholar
Thorpe, K., Hansen, J., Danby, S., et al. (2015). Digital access to knowledge in the preschool classroom: reports from Australia. Early Childhood Research Quarterly, 32, 174182. https://doi.org/10.1016/j.ecresq.2015.04.001Google Scholar
Vidal-Hall, C., Flewitt, R., and Wyse, D. (2020). Early childhood practitioner beliefs about digital media: integrating technology into a child-centred classroom environment. European Early Childhood Education Research Journal, 28(1), 115. https://doi.org/10.1080/1350293X.2020.1735727Google Scholar
Vijakkhana, N., Wilaisakditipakorn, T., Ruedeekhajorn, K., Pruksananonda, C., and Chonchaiya, W. (2015). Evening media exposure reduces night-time sleep. Acta Paediatrica, 104(3), 306312. https://doi.org/10.1111/apa.12904Google Scholar
Wohlwend, K. E. (2010). A is for avatar: young children in literacy 2.0 worlds and literacy 1.0 schools. Language Arts, 88(2), 144152.Google Scholar
Yelland, N. (2008). New times, new learning, new pedagogies: ICT and education in the 21st Century. Rethinking Education with ICT (online). https://vuir.vu.edu.au/id/eprint/6166Google Scholar
Yelland, N. (2011). Reconceptualising play and learning in the lives of young children. Australasian Journal of Early Childhood, 36(2), 412.Google Scholar

References

Church, A., Mashford-Scott, A., and Cohrssen, C. (2018). Supporting children to resolve disputes. Journal of Early Childhood Research, 16(1), 92103. https://doi.org/10.1177/147671818X171770055414Google Scholar
Clements, D., and Sarama, J. (2021). Learning and Teaching Early Math: The Learning Trajectories Approach (3.ed). New York: Routledge.Google Scholar
Cohrssen, C., and Church, A. (2017). Mathematics knowledge in early childhood: intentional teaching in the third turn. In Bateman, A. and Church, A. (eds.), Children’s Knowledge-in-Interaction. Singapore: Springer. https://doi.org/10.1007/978-981-10-1703-2_5Google Scholar
Cohrssen, C., Church, A., and Tayler, C. (2014a). Pausing for learning: responsive engagement in mathematics activities in early childhood settings. Australasian Journal of Early Childhood, 39(4), 95102.Google Scholar
Cohrssen, C., Church, A., and Tayler, C. (2014b). Purposeful pauses: teacher talk during early childhood mathematics activities. International Journal of Early Years Education, 22(2), 169183. https://doi.org/10.1080/09669760.2014.900476Google Scholar
Cohrssen, C., de Quadros Wander, B., Page, J., and Klarin, S. (2017). Between the big trees: a project-based approach to investigating shape and spatial thinking in a kindergarten program. Australasian Journal of Early Childhood, 42(1), 94104. https://doi.org/10.23965/AJEC.42.1.011Google Scholar
Cohrssen, C., and Page, J. (2016). Articulating a rights-based argument for mathematics teaching and learning in early childhood education. Australasian Journal of Early Childhood, 41(3), 104108.Google Scholar
Cohrssen, C., and Pearn, C. (2019). Assessing preschool children’s maps against the first four levels of the primary curriculum: lessons to learn. Mathematics Education Research Journal, 33, 4360. https://doi.org/10.1007/s13394-019-00298-7Google Scholar
Deans, J., and Cohrssen, C. (2015). Young children dancing mathematical thinking. Australasian Journal of Early Childhood, 40(3), 6167.Google Scholar
Duncan, G. J., Claessens, A., Huston, A., et al. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 14281446.Google Scholar
Egert, F., Dederer, V., and Fukkink, R. G. (2020). The impact of in-service professional development on the quality of teacher-child interactions in early childhood education and care: a meta-analysis. Educational Research Review, 29(1), 100309. https://doi.org/10.1016/j.edurev.2019.100309Google Scholar
Ehrlich, S. B., Levine, C., and Goldin-Meadow, S. (2006). The importance of gesture in children’s spatial reasoning. Developmental Psychology, 42(6), 12591268.Google Scholar
Elia, I., Gagatsis, A., and van den Heuvel-Panhuizen, M. (2014). The role of gestures in making connections between space and shape aspects and their verbal representations in the early years: findings from a case study. Mathematics Education Research Journal, 26(4), 735761.CrossRefGoogle Scholar
Franzén, K. (2015). Under threes’ mathematical learning. European Early Childhood Education Research Journal, 23(1), 4354. https://doi.org/10.1080/1350293X.2014.970855Google Scholar
Hedge, K., and Cohrssen, C. (2019). Between the red and yellow windows: a fine-grained focus on supporting children’s spatial thinking during play. SAGE Open (online). https://doi.org/10.1177/2158244019809551Google Scholar
Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., & Clifford, R. (2008). Ready to learn? Children’s pre-academic achievement in pre-kindergarten programs. Early Childhood Research Quarterly, 23, 2750. https://doi.org/10.1016/j.ecresq.2007.05.002Google Scholar
Klibanoff, R., Levine, S., Huttenlocher, J., Vasilyeva, M., and Hedges, L. (2006). Preschool children’s mathematical knowledge: the effect of teacher ‘math talk’. Developmental Psychology, 42(1), 5969.Google Scholar
Lee, J. S., and Ginsburg, H. P. (2009). Early childhood teachers’ misconceptions about mathematics education for young children in the United States. Australasian Journal of Early Childhood, 34(4), 3745.Google Scholar
Levine, S., Whealton Suriyakham, L., Rowe, K., Huttenlocher, J., and Gunderson, E. (2010). What counts in the development of young children’s number knowledge? Developmental Psychology, 46(5), 13091319.Google Scholar
Mushin, I., Gardner, R., and Munro, J. (2013). Language matters in demonstrations of understanding in early years maths assessment. Mathematics Education Research Journal, 25(2), 415433. https://doi.org/DOI 10.1007/s13394-013-0077-4Google Scholar
Newcombe, N. S., and Frick, A. (2010). Early education for spatial intelligence: why, what and how. Mind, Brain and Education, 4(3), 102111.Google Scholar
Nichols, J., Levay, K., O’Neil, M., and Volmert, A. (2019). Reframing early math learning. Available from: https://www.frameworksinstitute.org/publication/reframing-early-math-learning/ [last accessed 5 January 2022].Google Scholar
Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., and Yazejian, N. (2001). The relation of preschool child-care quality to children’s cognitive and social developmental trajectories through second grade. Child Development, 72(5), 15341553. https://doi.org/10.1111/1467-8624.00364Google Scholar
Pianta, R., La Paro, K., and Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS) Manual, pre-K. Baltimore, MD: Paul H. Brookes Publishing Co.Google Scholar
Pollitt, R., Cohrssen, C., Church, A., and Wright, S. (2015). Thirty-one is a lot! Assessing four-year-old children’s number knowledge during an open-ended activity. Australasian Journal of Early Childhood, 40(1), 1322.Google Scholar
Sacks, H., Schegloff, E. A., and Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696735. http://www.jstor.org/stable/412243Google Scholar
Sidnell, J., and Stivers, T. (eds.). (2013). The Handbook of Conversation Analysis. Chichester: John Wiley.Google Scholar
Siraj, I., and Asani, R. (2015). The role of sustained shared thinking, play and metacognition in children’s learning. In Robson, S. and Quinn, S. (eds.), Routledge International Handbook of Young Children’s Thinking (pp. 403415). Abingdon: Routledge.Google Scholar
ten Have, P. (2007). Doing Conversation Analysis: A Practical Guide (2nd ed.). London: Sage Publications.Google Scholar
Uscianowski, C., Almeda, M. V., and Ginsburg, H. P. (2020). Differences in the complexity of math and literacy questions parents pose during storybook reading. Early Childhood Research Quarterly, 50, 4050. https://doi.org/10.1016/j.ecresq.2018.07.003Google Scholar

References

Ahmadi, N., and Besançon, M. (2017). Creativity as a stepping stone towards developing other competencies in classrooms. Education Research International. 2017(2). https://doi.org/10.1155/2017/1357456.Google Scholar
Alkuş, A., and Olgan, R. (2014). Pre-service and in-service preschool teachers’ views regarding creativity in early childhood education. Early Child Development and Care, 184(12), 19021919. https://doi.org/10.1080/03004430.2014.893236.Google Scholar
Ata-Akturk, A., and Sevimli-Celik, S. (2020). Creativity in early childhood teacher education: beliefs and practices. International Journal of Early Years Education (online). https://doi.org/10.1080/09669760.2020.1754174.Google Scholar
Bateman, A. (2017). Hearing children’s voices through a conversation analysis approach. International Journal of Early Years Education, 25(3), 241256. https://doi.org/10.1080/09669760.2017.1344624.Google Scholar
Beghetto, R. A. (2008). Prospective teachers’ beliefs about imaginative thinking in K–12 schooling. Thinking Skills and Creativity, 3(2), 134142. https://doi.org/10.1016/j.tsc.2008.06.001.Google Scholar
Beghetto, R. A., Kaufman, J. A., Hegarty, B., Hammond, H. L., and Wilcox-Herzog, A. (2012). Cultivating creativity in early childhood education: a 4 C perspective. In. Saracho, O. (ed.), Contemporary Perspectives on Research in Creativity in Early Childhood Education (pp. 251270).Charlotte, NC: IAP-Information Age Publishing.Google Scholar
Biber, D., Johansson, S., Leech, G., Conrad, S., and Finegan, E. (1999). Longman Grammar of Spoken and Written English.Essex: Pearson Education.Google Scholar
Burnett, C., and Smith, S. (2019). Reaching for the star: a model for integrating creativity in education. In Mullen, C. A. (ed.), Creativity Under Duress in Education? (pp. 179199). Cham, Switzerland: Springer.Google Scholar
Cazden, C. (2001). Classroom Discourse: The Language of Teaching and Learning. Portsmouth: Heinemann.Google Scholar
Claxton, G., and Carr, M. (2004). A framework for teaching learning: the dynamics of disposition. Early Years, 24(1), 8797. https://doi.org/10.1080/09575140320001790898.Google Scholar
Cohrssen, C., Church, A., and Tayler, C. (2014). Purposeful pauses: teacher talk during early childhood mathematics activities. International Journal of Early Years Education, 22(2), 169183. http://dx.doi.org/10.1080/09669760.2014.900476.Google Scholar
Craft, A. (2002). Creativity and Early Years Education: A Lifewide Foundation. London: Bookcraft.Google Scholar
Cremin, T. (2006). Creativity, uncertainty and discomfort: teachers as writers. Cambridge Journal of Education, 36(3), 415433. https://doi.org/10.1080/03057640600866023.Google Scholar
Cremin, T., Burnard, P., and Craft, A. (2006). Pedagogy and possibility thinking in the early years. Thinking Skills & Creativity, 1(2), 108119. https://doi.org/10.1016/j.tsc.2006.07.001Google Scholar
Cropley, A. J. (1990). Creativity and mental health in everyday life. Creativity Research Journal, 3(3), 167178. https://doi.org/10.1080/10400419009534351Google Scholar
Csikszentmihalyi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life. New York, NY: Basic Books.Google Scholar
Csikszentmihalyi, M. (2014). Flow and the Foundations of Positive Psychology: The Collected Works of Mihaly Csikszentmihalyi. Dordrecht: Springer.Google Scholar
Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., and Howe, A. (2013). Creative learning environments in education: a systematic literature review. Thinking Skills and Creativity, 8, 8091. https://doi.org/10.1016/j.tsc.2012.07.004.Google Scholar
Design-Based Research Collective. (2003). Design-based research: an emerging paradigm for educational inquiry. Educational Researcher, 32(1), 58.Google Scholar
Diakidoy, I. A. N., and Kanari, E. (1999). Student teachers’ beliefs about creativity. British Educational Research Journal, 25(2), 225243. https://doi.org/10.1080/0141192990250206.Google Scholar
Du Bois, J. W. (2007). The stance triangle. In Englebretson, R. (ed.), Stancetaking in Discourse: Subjectivity, Evaluation, Interaction (pp. 139182). Amsterdam/New York: John Benjamins.Google Scholar
Eshach, H., and Fried, M. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14(3), 315336. http://dx.doi.org/10.1007/s10956-005-7198-9.Google Scholar
Fisher, K., Hirsh-Pasek, K., Golinkoff, R. M., Singer, D. G., and Berk, L. (2011). Playing around in school: implications for learning and educational policy. In Pellegrini, A. D. (ed.), The Oxford Handbook of the Development of Play (pp. 341360). Oxford: Oxford University Press.Google Scholar
Fromberg, D. P., and Bergen, D. (2006), Introduction. In Fromberg, D. P. and Bergen, D. (eds.), Play from Birth to Twelve: Contexts, Perspectives and Meanings. Abingdon: Routledge.Google Scholar
Galton, M. (2010). Going with the flow or back to normal? The impact of creative practitioners in schools and classrooms. Research Papers in Education, 25(4), 355375. https://doi.org/10.1080/02671520903082429.Google Scholar
Glăveanu, V. P. (2014). Revisiting the ‘art bias’ in lay conceptions of creativity. Creativity Research Journal, 26(1), 1120. https://doi.org/10.1080/10400419.2014.873656.Google Scholar
Goodwin, M. H. (1990). He-Said-She-Said: Talk as Social Organization among Black Children. Bloomington, IN: Indiana University Press.Google Scholar
Goodwin, M. H. (1995). Co-construction in girls’ hopscotch. Research on Language and Social Interaction, 28(3), 261281. https://doi.org/10.1207/s15327973rlsi2803_5.Google Scholar
Goodwin, M. H., Goodwin, C., and Yaeger-Dror, M. (2002). Multi-modality in girls’ game disputes. Journal of Pragmatics, 34, 16211649.Google Scholar
Harrington, D. M., Block, J., and Block, J. H. (1983). Predicting creativity in preadolescence from divergent thinking in early childhood. Journal of Personality and Social Psychology, 45(3), 609623. https://doi.org/10.1037/0022-3514.45.3.609Google Scholar
Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E., and Singer, D. G. (2009). A Mandate for Playful Learning in School: Presenting the Evidence. Oxford: Oxford University Press.Google Scholar
Hotaman, D. (2010). The teaching profession: knowledge of subject matter, teaching skills and personality traits. Procedia – Social and Behavioral Sciences, 2(2), 14161420.Google Scholar
Hutchby, I., and Wooffitt, R. (1998). Conversation Analysis: Principles, Practices, and Applications. Cambridge: Polity Press.Google Scholar
Jaffe, A. (2007). Codeswitching and stance: issues in interpretation. Journal of Language, Identity & Education, 6(1), 5377. https://doi.org/10.1080/15348450701341006.Google Scholar
Kaufman, J. C., and Beghetto, R. A. (2009). Beyond big and little: the four C model of creativity. Review of General Psychology, 13(1), 112. https://doi.org/10.1037/a0013688.Google Scholar
Kemple, K. M., and Nissenberg, S. A. (2000). Nurturing creativity in early childhood education: families are part of it. Early Childhood Education Journal, 28(1), 6771. https://doi.org/10.1023/A:1009555805909.Google Scholar
Kendon, A. (2004). Gesture: Visible Action as Utterance. Cambridge: Cambridge University Press.Google Scholar
Kupers, E., Lehmann-Wermser, A., McPherson, G., and van Geert, P. (2019). Children’s creativity: a theoretical framework and systematic review. Review of Educational Research, 89(1), 93124. https://doi.org/10.3102/0034654318815707.Google Scholar
Leggett, N. (2017). Early childhood creativity: challenging educators in their role to intentionally develop creative thinking in children. Early Childhood Education Journal, 45(6), 845853. https://doi.org/10.1007/s10643-016-0836-4.Google Scholar
Lindqvist, G. (2003). Vygotsky’s theory of creativity. Creativity Research Journal, 15(2–3), 245251. https://doi.org/10.1080/10400419.2003.9651416.Google Scholar
May, P. (2009) Creative Development in the Early Years Foundation Stage. Abingdon: Routledge.Google Scholar
Maynard, S. K. (1993). Discourse Modality: Subjectivity, Emotion, and Voice in the Japanese Language. Amsterdam/New York: John Benjamins.Google Scholar
McCaslin, N. (2006). Creative Drama in the Classroom and Beyond. Boston, MA: Allyn & Bacon.Google Scholar
Mehan, H. (1979). Learning Lessons: Social Organization in the Classroom. Cambridge, MA: Harvard University Press.Google Scholar
Mishra, P., and Mehta, R. (2017). What we educators get wrong about 21st-century learning: results of a survey. Journal of Digital Learning in Teacher Education, 33(1), 619. https://doi.org/10.1080/21532974.2016.1242392.Google Scholar
Newton, D. P. (2013). Moods, emotions and creative thinking: a framework for teaching. Thinking Skills and Creativity, 8, 3444. https://doi.org/10.1016/j.tsc.2012.05.006.Google Scholar
Nicolopoulou, A., Barbosa de Sá, A., Ilgaz, H., and Brockmeyer, C. (2009). Using the transformative power of play to educate hearts and minds: from Vygotsky to Vivian Paley and beyond. Mind, Culture, and Activity, 17(1), 4258. https://doi.org/10.1080/10749030903312512.Google Scholar
Ochs, E. (1996). Linguistic resources for socializing humanity. In Gumperz, J. J. and Levinson, S. C. (eds.), Rethinking Linguistic Relativity (pp. 407437). Cambridge: Cambridge University Press.Google Scholar
Paek, S. H., and Sumners, S. E. (2017). The indirect effect of teachers’ creative mindsets on teaching creativity. Journal of Creative Behavior, 53(3), 298311. https://doi.org/10.1002/jocb.180.Google Scholar
Prentice, R. (2000). Creativity: a reaffirmation of its place in early. childhood education. Curriculum Journal, 11(2), 145158. https://doi.org/10.1080/09585170050045173.Google Scholar
Rhodes, M. (1961). An analysis of creativity. The Phi Delta Kappan, 42(7), 305310.Google Scholar
Runco, M. A., and Cayirdag, N. (2012). The theory of personal creativity and implications for the fulfillment of children’s potentials. In. Saracho, O. (ed.), Contemporary Perspectives on Research in Creativity in Early Childhood Education (pp. 3144). Charlotte, NC: IAP-Information Age Publishing.Google Scholar
Saracho, O. (2002). Young children’s creativity and pretend play. Early Child Development and Care, 172(5), 431438. https://doi.org/10.1080/03004430214553.Google Scholar
Sawyer, K. (2004). Creative teaching: collaborative discussion as disciplined improvisation. Educational Researcher, 33(2), 1220. https://doi.org/10.3102/0013189X033002012.Google Scholar
Sawyer, K. (2015). A call to action: the challenges of creative teaching and learning. Teachers College Record, 117(20), 134.Google Scholar
Schegloff, E. A., Jefferson, G., and Sacks, H. (1977). The preference for self-correction in the organization of repair in conversation. Language, 53(2), 361382. https://doi.org/10.2307/413107.Google Scholar
Sicart, M. (2017). Play Matters. Cambridge, MA: MIT Press.Google Scholar
Sidnell, J. (2006). Coordinating gesture, talk and gaze in re-enactments. Research on Language and Social Interaction, 39(4), 377409. https://doi.org/10.1207/s15327973rlsi3904_2.Google Scholar
Spencer, J. (2016). Making Learning Flow. Bloomington, IN: Solution Tree Publishing.Google Scholar
Streeck, J. (2009). Gesturecraft: The Manufacture of Meaning. Amsterdam/New York: John Benjamins.Google Scholar
Thomson, P., and Sefton-Green, J. (2011). Introduction. In Thomson, P. and Sefton-Green, J. (eds.), Researching Creative Learning Methods and Issues (pp. 114). Abingdon: Routledge.Google Scholar
Tulbert, E., and Goodwin, M. H. (2011). Choreographies of attention: multimodality in a routine family activity. In Streeck, J., Goodwin, C., and LeBaron, C. (eds.), Embodied Interaction: Language and Body in the Material World (pp. 7992). Cambridge: Cambridge University Press.Google Scholar
Varelas, M., Pappas, C. C., Tucker-Raymond, E., et al. (2010). Drama activities as ideational resources for primary-grade children in urban science classrooms. Journal of Research in Science Teaching, 47(3), 302325. https://doi.org/10.1002/tea.20336.Google Scholar
Vygotsky, L. S. (1990). Imagination and creativity in childhood. Soviet Psychology, 28(1), 8496. https://doi.org/10.2753/RPO1061-0405280184.Google Scholar
Wagner, T. (2014). The Global Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Our Children Need and What We Can Do About It. New York: Basic Books.Google Scholar
Wilson, R. (2018). Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments (3rd ed.). Abingdon: Routledge.Google Scholar
Wright, C., and Diener, M. L. (2012). Play, creativity, and socioemotional development. In. Saracho, O. (eds.), Contemporary Perspectives on Research in Creativity in Early Childhood Education (pp. 3144). Charlott, NC: IAP-Information Age Publishing.Google Scholar

References

Atkinson, D. (2011). Introduction. Cognitivism and second language acquisition. In Atkinson, D. (ed.), Alternative Approaches to Second Language Acquisition (pp. 123). London: Routledge.Google Scholar
Auer, P. (2007). The monolingual bias in bilingualism research, or: why bilingual talk is (still) a challenge for linguistics. In Heller, M. (ed.), Bilingualism: A Social Approach (pp. 319339). New York: Palgrave Macmillan.Google Scholar
Auer, P., and Li, Wei (2009). Introduction: multilingualism as a problem? Monolingualism as a problem? In Auer, P. and Wei, Li (eds.), Handbook of Multilingualism and Multilingual Communication (pp. 112). Berlin: Mouton de Gruyter.Google Scholar
Baker, C. (2011). Foundations of Bilingual Education and Bilingualism (5th ed.) Bristol: Multilingual Matters.Google Scholar
Block, D. (1996). Not so fast: some thoughts on theory culling, relativism, accepted findings and the heart and soul of SLA. Applied Linguistics, 17, 6383.Google Scholar
Block, D. (2003). The Social Turn in Second Language Acquisition. Edinburgh: Edinburgh University Press.Google Scholar
Bonacina, F., and Gafaranga, J. (2011). ‘Medium of instruction’ vs. ‘medium of classroom interaction’: language choice in a French complementary school classroom in Scotland. International Journal of Bilingual Education and Bilingualism, 14, 319334.Google Scholar
Bonacina-Pugh, F. (2013). Multilingual label quests: a practice for the ‘asymmetrical’ multilingual classroom. Linguistics and Education, 24(2), 142164.Google Scholar
Björk-Willén, P. (2007). Participation in multilingual preschool play: shadowing and crossing as interactional resources. Journal of Pragmatics, 39(12), 21332215.Google Scholar
Björk-Willén, P. (2008). Routine trouble: how preschool children participate in multilingual instruction. Applied Linguistics, 29(4), 555577.Google Scholar
Björk-Willén, P. and Cromdal, J. (2009). When education seeps into ‘free play’: how preschool children accomplish multilingual education. Journal of Pragmatics, 41, 14931518.Google Scholar
Cekaite, A., and Björk-Willén, P. (2013). Peer group interactions in multilingual educational settings: co-constructing social order and norms for language use. The International Journal of Bilingualism, 17(2), 174188.Google Scholar
Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge, MA: MIT Press.Google Scholar
Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185209. https://doi.org/10.2307/3587717Google Scholar
Creese, A., and Blackledge, A. (2010). Translanguaging in the bilingual classroom: a pedagogy for learning and teaching? The Modern Language Journal, 94(1), 103115.Google Scholar
Cromdal, J. (2000). Code-switching for all practical purposes: Bilingual organization of children’s play. Dissertation. Linköping: Linköping University.Google Scholar
Cromdal, J. (2013). Bilingual and second language interactions: views from Scandinavia. International Journal of Bilingualism, 17, 121131.Google Scholar
Cromdal, J. (2020). Bilingualism and multilingualism. In: Cook, D. T. (ed.), The SAGE Encyclopedia of Children and Childhood Studies (pp. 120121). Thousand Oaks, CA: Sage Publications.Google Scholar
Cromdal, J., and Evaldsson, A.-C. (2003). Flerspråkighet till vardags – en introduktion [Multilingualism day-to-day – an introduction]. In Cromdal, J. and Evaldsson, A.-C. (eds.), Ett vardagsliv med flera språk [Everyday life with several languages]. Stockholm: Liber.Google Scholar
Eskildsen, S. W., and Majlesi, A. R. (2018). Learnables and teachables in second language talk: advancing a social reconceptualization of central SLA tenets. Introduction to the special issue. The Modern Language Journal, 102, 310.Google Scholar
Filipi, A., and Markee, N. (2018). Transitions in the language classroom as important sites for language alternation. In: Filipi, A. and Markee, N. (eds.), Conversation Analysis and Language Alternation. Amsterdam: John Benjamins.Google Scholar
Firth, A., and Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal, 81, 285300.Google Scholar
Firth, A., and Wagner, J. (2007). Second/foreign language learning as a social accomplishment: elaborations on a reconceptualized SLA. Modern Language Journal, 91, 800819.Google Scholar
Garcìa, O., and Kleifgen, J. A. (2010). Educating emergent bilinguals: policies, programs, and practices for English language learners. New York, NY: Teachers College Press.Google Scholar
Gardner, R., and Wagner, J. (2004). Introduction. In Gardner, R. and Wagner, J. (eds.), Second Language Conversations (pp. 117). New York, NY: Continuum.Google Scholar
Gort, M., and Sembiante, S. F. (2015). Navigating hybridized language learning spaces through translanguaging pedagogy: dual language preschool teachers’ languaging practices in support of emergent bilingual children’s performance of academic discourse. International Multilingual Research Journal, 9(1), 725.Google Scholar
Grosjean, F. (1982). Life with Two Languages: An Introduction to Bilingualism. Cambridge, MA: Harvard University Press.Google Scholar
Grosjean, F. (2002). An interview of François Grosjean on bilingualism. By Navracsics, J. (14 April 2006). Available from: https://www.francoisgrosjean.ch/interview_en.html [last accessed 5 January 2022].Google Scholar
Hellerman, J., and Lee, Y. A. (2014). Members and their competencies: contributions of ethnomethodological conversation analysis to a multilingual turn in second language acquisition. System, 44, 5465.Google Scholar
Huq, R., Eriksson Barajas, K. and Cromdal, J. (2017). Sparkling, wrinkling, softly tinkling: on poetry and word meaning in a bilingual primary classroom. In Bateman, A. and Church, A. (eds.), Children’s Knowledge-in-Interaction (pp. 189209). Springer: Singapore.Google Scholar
Jørgensen, J., and Holmen, A. (1997). The development of successive bilingualism in school-age children. Copenhagen Studies in Bilingualism, 27, Aarhus: Aarhus University Press.Google Scholar
Karrebaek, M. S. (2008). Att blive ett bornehavebarn. En minoritetsdrengssprog, interaktion og deltagelse i bornefalleskaepet. Ph.D. dissertation, Copenhagen University.Google Scholar
Li, Wei (2011). Moment analysis and translanguaging space: discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 12221235.Google Scholar
Li, Wei, and Wu, C.-J. (2009). Polite Chinese children revisited: creativity and the use of codeswitching in the Chinese complementary school classroom. International Journal of Bilingual Education and Bilingualism, 12(2), 193211.Google Scholar
Martin-Jones, M., and Romaine, S. (1985). Semilingualism: a half-baked theory of communicative competence. Applied Linguistics, 6, 105–17.Google Scholar
May, S. (2015). Disciplinary divides, knowledge construction and the multilingual turn. In May, S. (ed.), The Multilingual Turn: Implications for SLA, TESOL and Bilingual Education. London: Routledge.Google Scholar
Musk, N. (2006). Performing bilingualism in Wales with the spotlight on Welsh: a study of language policy and the language practices of young people in bilingual education. Ph.D. dissertation. Linköping: Linköping University.Google Scholar
Musk, N., and Cromdal, J. (2018). Analysing bilingual talk: conversation analysis and language alternation. In: Filippi, A. and Markee, N. (eds.), Conversation Analysis and Language Alternation (pp. 1534). Amsterdam: John Benjamins.Google Scholar
Ortega, L. (2005). Methodology, epistemology, and ethics in instructed SLA research: an introduction. The Modern Language Journal, 89, 317327.Google Scholar
Palmer, D. K., Martínez, R. A., Mateus, S. G., and Henderson, K. (2014). Reframing the debate on language separation: toward a vision for translanguaging pedagogies in the dual language classroom. The Modern Language Journal, 98(3), 757772. https://doi.org/10.1111/ modl.121121Google Scholar
Romaine, S. (1989). Bilingualism. Oxford: Blackwell.Google Scholar
De Saussure, F. (1916). Cours de linguistique générale, edited by Bally, C. and Sechehaye, A., with the collaboration of Riedlinger, A.. Lausanne and Paris: Payot. Trans. Baskin, W., Course in General Linguistics, Glasgow: Fontana/ Collins, 1977.Google Scholar
Seedhouse, P. (2004). The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective: Malden, MA: Blackwell.Google Scholar
Skutnabb-Kangas, T. (1981). Tvåspråkighet [Bilingualism]. Lund: Liber.Google Scholar
Stoewer, K. (2018). What is it in Swedish? Translation requests as a resource for vocabulary explanation in English mother tongue instruction. In: Filippi, A. and Markee, N. (eds.), Conversation Analysis and Language Alternation (pp. 83106). Amsterdam: John Benjamins.Google Scholar
Tucker, R. (1998). A global perspective on multilingualism and multilingual education. In Cenoz, J. and Genesee, F. (eds.), Beyond Bilingualism: Multilingualism and Multilingual Education (pp. 315). Bristol: Multilingual Matters.Google Scholar
Üstünel, E., and Seedhouse, P. (2005). Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics, 15(3), 302325.Google Scholar

References

Bateman, A., and Church, A. (2017) Children’s use of objects in an Early Years playground. European Early Childhood Education Research Journal, 25(1), 5571.Google Scholar
Björk-Willén, P. (2013). Samtal i förskolans tambur – på skilda villkor. (Talk in the preschool entrance hall – on different terms). In Björk-Willén, P., Gruber, S., and Puskás., T. Nationell förskola med mångkulturellt uppdrag (pp. 91115). Stockholm: Liber.Google Scholar
Björk-Willén, P. (2016). The preschool entrance hall: a bilingual transit zone for preschoolers, In Bateman, A. and Church, A. (eds.), Children’s Knowledge-in-Interaction. Studies in Conversation Analysis (pp.169187). Singapore: Springer.Google Scholar
Björk-Willén, P. (2018). Learning to apologise – moral socialisation as an interactional practice in preschool. Research on Children and Social Interaction, 2(2), 177194.Google Scholar
Björk-Willén, P., and Cromdal, J. (2009). When education seeps into ‘free play’: how preschool children accomplish multilingual education. Journal of Pragmatics, 41, 14931518.Google Scholar
Blum-Kulka, S., and Gorbatt, N. (2014). ‘Say princess’; the challenges and affordances of young Hebrew L2 novices’ interaction with their peers. In Cekaite, A., Blum-Kulka, S., Grøver, V., and Teubal, E. (eds.), Children’s Peer Talk: Learning from Each Other (pp. 169193). Cambridge: Cambridge University Press.Google Scholar
Boldermo, S. (2020). Fleeting moments: young children’s negotiations of belonging and togetherness, International Journal of Early Years Education, 28(2), 136150.Google Scholar
Cekaite, A., and Björk-Willén, P. (2018). Enchantment in storytelling: co-operation and participation in children’s aesthetic experience. Linguistics and Education, 48, 5260.Google Scholar
Cekaite, A., Blum-Kulka, S., Grøver, V., and Teubal, E. (eds.). (2014). Children’s Peer Talk: Learning from Each Other. Cambridge: Cambridge University Press.Google Scholar
Corsaro, W. A. (2003). We’re Friends, Right? Inside Kids’ Cultures. Washington, DC: Joseph Henry Press.Google Scholar
Corsaro, W. A. (2018). The Sociology of Childhood (5th ed.). London: Sage Publications.Google Scholar
Department of Education and Training. (2009/2019). Belonging, Being & Becoming – The Early Years Learning Framework for Australia. Department of Education, Employment, and Workplace Relations, Council of Australian Governments.Google Scholar
Engdahl, I. (2012). Doing friendship during the second year of life in a Swedish preschool. European Early Childhood Education Research Journal, 20, 8398.Google Scholar
Garfinkel, H. (1967). Studies in Ethnomethodology. New Jersey, NJ: Prentice-Hall Inc.Google Scholar
Goffman, E. (1971). Relation in Public: Microstudies of the Public Order. New York, NY: Harper & Row.Google Scholar
Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32, 14891522.Google Scholar
Goodwin, M. H., and Cekaite, A. (2018). Embodied Family Choreography. Practices of Control, Care and Mundane Creativity. London/New York: Routledge.Google Scholar
Gordon, J., O’Toole, L., and Whitman, C. (2008). A sense of belonging as part of children’s wellbeing. Early Childhood Matters, 111, 712.Google Scholar
Haraldsson, K., Isaksson, P., and Eriksson, M. (2017). ‘Happy when they arrive, happy when they go home’ – focusing on promoting children’s mental health creates a sense of trust at preschools. Early Years, 37(4), 386399. https://doi.org/10.1080/09575146.2016.1191442Google Scholar
Holm Kvist, M. (2018). Children’s crying in play conflicts: a locus for moral and emotional socialization. Research on Children and Social Interaction, 2(2). https://doi.org/10.1558/rcsi.37386Google Scholar
Holm Kvist, M., and Cekaite, A. (2020). Emotion socialization-compassion or non-engagement in young children’s responses to peer distress. Language, Culture and Social Interaction, 28, 100462.Google Scholar
Juutinen, J., Puroila, A-M., and Johansson, E. (2018). ‘There is no room for you!’ The politics of belonging in children’s play situation. In Johansson, E., Emilson, A., and Puroila, A.-M. (eds.), Values Education in Early Childhood Settings, Concepts, Approaches and Practices (pp. 249264). New York: Springer.Google Scholar
Karrebæk, M. S. 2010. ‘I can be with!’ a novice kindergartner’s successes and challenges in play participation and the development of communicative skills. Pragmatics & Language Learning, 12, 325358.Google Scholar
Krause, K. (2011). Developing sense of coherence in educational contexts: making progress in promoting mental health in children. International Review of Psychiatry, 23(6), 525532.Google Scholar
Løkken, G. (2004). Greetings and welcomes among toddler peers in a Norwegian barnehage. International Journal of Early Childhood, 36(2), 4358.Google Scholar
Löfdahl, A. (2010). Who gets to play? Peer groups, power and play in early childhood settings. In Brooker, L. and Edwards, S. (eds.), Engaging Play (pp. 122135). Milton Keynes: Open University Press.Google Scholar
Ministry of Education. (2017). Te Whāriki. He Whāriki mātauranga mō ngā mokopuna o Aotearoa: Early Childhood Curriculum. Wellington, New Zealand: Ministry of Education.Google Scholar
Mitchell, L., and Bateman, A. (2018). Belonging and culturally nuanced communication in a refugee early childhood centre in Aotearoa New Zealand. Early Childhood, 19(4), 379391.Google Scholar
Nagel, C. (2011). Belonging. In Del Casino, V. J. Jr, Thomas, M. E., Cloke, P., and Panelli, R. (eds.), A Companion to Social Geography (pp. 108124). Chichester: Wiley-Blackwell.Google Scholar
Ólafsdóttir, S. M., Danby, S., Einarsdóttir, J., and Theobald, M. (2017). ‘You need to own cats to be a part of the play’: Icelandic preschool children challenge adult-initiated rules in play. European Early Childhood Education Research Journal, 25 (6), 824837.Google Scholar
Peers, C., and Fleer, M. (2014). The theory of ‘belonging’: defining concepts used within belonging, being and becoming—The Australian Early Years Learning Framework. Educational Philosophy and Theory, 46(8), 914928. https://doi.org/10.1080/00131857.2013.781495Google Scholar
Puskás, T. (2016). Doing ‘belonging’ in a Swedish preschool. Early Childhood Folio, 20 (1), 3034.Google Scholar
Rydland, V., Grøver, V., and Lawrence, J. (2014). The potentials and challenges of learning words from peers in preschool: a longitudinal study of second language learners in Norway. In Cekaite, A., Blum-Kulka, S., Grøver, V., and Teubal, E. (eds.), Children’s Peer Talk: Learning from Each Other (pp. 214234). Cambridge: Cambridge University Press.Google Scholar
Sacks, H. (1992). Lectures on Conversation (vol. 2). Oxford: Blackwell.Google Scholar
Salonen, E., Laakso, M.-L., and Sevón, E. (2016). Young children in day and night care: negotiating and constructing belonging during daily arrivals. Early Child Development and Care, 186 (12), 20222033. https://doi.org/10.1080/03004430.2016.1146717Google Scholar
Stratigos, T., Bradley, B., and Sumsion, J. (2014). Infants, family day care and the politics of belonging. International Journal of Early Childhood, 46, 171186. https://doi.org/10.1007/s13158-014-0110-0Google Scholar
Swedish National Agency for Education. (2018). Curriculum for the Preschool, Lpfö,18. Stockholm: Fritzes.Google Scholar
Woodhead, M., and Brooker, L. (2008). A sense of belonging. Early Childhood Matters (111), 36.Google Scholar
Yuval-Davis, N. (2006). Belonging and the politics of belonging. Patterns of Prejudice, 40(3), 197214.Google Scholar
Yuval-Davis, N. (2011). The Politics of Belonging: Intersectional Contestations. London: Sage Publications.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×