Children’s Knowledge-in-Interaction

Studies in Conversation Analysis

  • Amanda Bateman
  • Amelia Church

Table of contents

  1. Front Matter
    Pages i-xviii
  2. Amanda Bateman, Amelia Church
    Pages 1-11
  3. Sandra Houen, Susan Danby, Ann Farrell, Karen Thorpe
    Pages 57-72
  4. Rizwan-ul Huq, Katarina Eriksson Barajas, Jakob Cromdal
    Pages 189-209
  5. Matthew Burdelski, Emi Morita
    Pages 231-255
  6. Anna Filipi
    Pages 279-295

About this book

Introduction

This book is a collected volume that brings together research from authors working in cross-disciplinary academic areas including early childhood, linguistics and education, and draws on the shared interests of the authors, namely understanding children’s interactions and the co-production of knowledge in everyday communication. The collection of studies explores children’s interactions with teachers, families and peers, showing how knowledge and learning are co-created, constructed and evident in everyday experiences.

Keywords

Childhood studies Conversation analysis Early childhood education Education in Australia Education in Sweden Epistemics Knowledge-in-action Language in early childhood Mathematics knowledge in early childhood New Zealand education Sociology of childhood bilingual primary classrooms children's contribution to learning digital literacy in early childhood early childhood curriculum frameworks ethnomethodological frameworks membership categorisation analysis methodology of conversation analysis peer relationships and children quality of learning interactions

Editors and affiliations

  • Amanda Bateman
    • 1
  • Amelia Church
    • 2
  1. 1.Faculty of EducationThe University of WaikatoHamiltonNew Zealand
  2. 2.Melbourne Graduate School of EducationThe University of MelbourneMelbourneAustralia

Bibliographic information

  • DOI https://doi.org/10.1007/978-981-10-1703-2
  • Copyright Information Springer Science+Business Media Singapore 2017
  • Publisher Name Springer, Singapore
  • eBook Packages Education
  • Print ISBN 978-981-10-1701-8
  • Online ISBN 978-981-10-1703-2
  • About this book