Abstract
The ability to tell stories marks a developmental milestone because story-telling relies on the use of language to talk about events removed from the here-and-now. This chapter will describe the emergence of story-telling through a single case analysis of a jointly constructed story between a father, his daughter who is about to celebrate her second birthday and her brother aged seven as they discuss both a past and a future birthday celebration, and the birthday as an event. The analysis aims to make visible the orderly features of the single sequence of talk and to capture knowledge in the making as all three participants share what they know about birthday celebrations, what they expect each other to know and how they work to establish a shared epistemic status.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
The establishment of recipiency is an important and ongoing issue for development throughout the second year of life. Filipi (2015) provides a study of the same parent and bilingual child interaction that shows how the child establishes recipiency through the appropriate use of language to address the speaker.
- 2.
Cassie is a bilingual Italian/English speaker. Bibi comes from the Italian bimbi–children, her word for child-care as well. She is at the stage of mixing Italian, which she speaks to her mother and English which she speaks to her father.
- 3.
See Kim (2013) for analyses of well in this position.
References
Arminen, I. (2004). Second stories: The salience of interpersonal communication for mutual help in Alcoholics Anonymous. Journal of Pragmatics, 36, 319–347.
Bateman, A. J., & Danby, S. (2013). Recovering from the earthquake: Early childhood teachers and children collaboratively telling stories about their experiences. Disaster Prevention and Management, 22(5), 467–479.
Bateman, A. J., Danby, S., & Howard, J. (2013). Everyday preschool talk about Christchurch earthquakes. Australian Journal of Communication, 40(1), 103–121.
Bruner, J. (1986). Actual minds, possible worlds. Cambridge: Harvard University Press.
Carmiol, A. M., & Sparks, A. (2014). Narrative development across cultural contexts. In D. Matthews (Ed.), Pragmatic development in first language acquisition (pp. 279–296). The Netherlands: John Benjamins Publishing Company.
Cortazzi, M. (2001). Narrative analysis in ethnography. In P. Atkinson, A. Coffey, S. Delamont, J. Lofland, & L. Lofland (Eds.), Handbook of ethnography (pp. 384–395). London, England: SAGE Publications LTD.
Filipi, A. (2009). Toddler and parent interaction: The organisation of gaze, pointing and vocalisation. Amsterdam/Philadelphia: John Benjamins.
Filipi, A. (2013). Withholding and pursuit in the development of skills in interaction and language. Interaction Studies, 14(2), 139–159.
Filipi, A. (2014a). Conversation analysis and pragmatic development. In D. Matthews (Ed.), Pragmatic development in first language acquisition (pp. 71–86). The Netherlands: John Benjamins Publishing Company.
Filipi, A. (2014b). Speakers’ orientations to directional terms in a map task. Discourse Studies, 16(3), 365–384.
Filipi, A. (2014c). The shift from talking about the ‘here and now’ to talk about the ‘then and there’ in interactions with young children. Paper presented at the 4th International Conference of Conversation Analysis, UCLA.
Filipi, A. (2015). The development of recipient design in bilingual child-parent interaction. Research on Language and Social Interaction, 48(1), 100–119.
Filipi, A. (Forthcoming). Making knowing visible: Tracking the development of the response token yes. In S. Pekarek Doehler, E. González-Martínez & J. Wagner. (Eds.) Longitudinal studies in conversation analysis. Hampshire, UK: Palgrave Macmillan.
Forrester, M. A. (2008). The emergence of self-repair: A case-study of one child during the early preschool years. Research on Language and Social Interaction, 41, 97–126.
Forrester, M. A. (2015). Early social interaction: A case comparison of developmental pragmatics and psychoanalytic theory. Cambridge: Cambridge University Press.
Gardner, H., & Forrester, M. A. (2010). Analysing interactions in childhood: Insights from conversation analysis. Chichester, U.K.: Wiley-Blackwell.
Gardner, R. (2001). When listeners talk: Response tokens and recipient stance. Amsterdam, Philadelphia: John Benjamins.
Goodwin, C. (1981). Conversational organization: Interaction between speakers and hearers. New York: Academic Press.
Heritage, J. (2012). Epistemics in action: Action formation and territories of knowledge. Research on Language and Social Interaction, 45(1), 1–29.
Heritage, J. (2013). Epistemics in conversation. In J. Sidnell & T. Stivers (Eds.), The handbook of conversation analysis (pp. 370–394). Oxford: Wiley-Blackwell.
Heritage, J. (2015). Well-prefaced turns in English conversation: A conversation analytic perspective. Journal of Pragmatics, 88, 88–104.
Hutchby, I., & Wooffitt, R. (2008). Conversation analysis. Cambridge: Polity Press.
Jefferson, G. (1980). The abominable ne?: Post-response-initiation response-solicitation. Dialogforschung. Sprache der Gegenwart. Düsseldorf: Pädagogischer Verlag Schwann.
Jefferson, G. (1984). Notes on a systematic deployment of the acknowledgement tokens ‘yeah’ and ‘mm hm’. Papers in Linguistics, 17, 197–216.
Jefferson, G. (1990). List-construction as a task and resource. In G. Psathas (Ed.), Interaction competence (pp. 63–92). Washington, D. C.: International Institute for Ethnomethodology and Conversation Analysis & University Press of America.
Jones, S., & Zimmerman, D. H. (2003). A child’s point and the achievement of intentionality. Gesture, 3, 155–185.
Kidwell, M. (2005). Gaze as social control: How very young children differentiate “the look” from a “mere look” by the adult caregivers. Research on Language and Social Interaction, 38, 417–449.
Kidwell, M., & Zimmerman, D. H. (2007). Joint attention as action. Journal of Pragmatics, 39, 592–611.
Kim, H. R. S. (2013). Retroactive indexing of relevance: The use of well in third position. Research on Language and Social Interaction, 46(2), 125–143.
Labov, W., & Waletzky, J. (1967). Narrative analysis. In J. Helm (Ed.), Essays on the verbal and visual arts (pp. 12–44). Seattle: University of Washington Press.
Lerner, G. H. (1994). Responsive list construction: A conversational resource for accomplishing multifaceted social action. Journal of Language and Social Psychology, 13(1), 20–33.
Levinson, S. C. (2013). Action formation and ascription. In T. Stivers & J. Sidnell (Eds.), The handbook of conversation analysis (pp. 103–130). Malden, MA: Wiley-Blackwell.
Liszkowski, U. (2013). Using theory of mind. Child Development Perspectives, 7, 104–109.
Liszkowski, U., Carpenter, M., Striano, T., & Tomasello, M. (2006). 12- and 18-month-olds point to provide information for others. Journal of Cognition and Development, 7(2), 173–187.
Liszkowski, U., Carpenter, M., & Tomasello, M. (2007). Pointing out new news, old news, and absent referents at 12 months of age. Developmental Science, 10, F1–F7.
Liszkowski, U., Carpenter, M., & Tomasello, M. (2008). Twelve-month-olds communicate helpfully and appropriately for knowledgeable and ignorant partners. Cognition, 108, 732–739.
Mandelbaum, J. (2013). Storytelling in conversation. In J. Sidnell & T. Stivers (Eds.), The handbook of conversation analysis (pp. 492–508). Malden, USA: Blackwell.
Miller, P. J., & Sperry, L. L. (1988). Early talk about the past: the origins of conversational stories of personal experience. Journal of Child Language, 15(2), 293–315.
Ninio, A., & Snow, C. E. (1996). Pragmatic development. Oxford: Westview Press.
Peterson, C., & Jesso, B. (2008). Parent/caregiver: Narrative development (37–48 months). In L. M. Phillips (Ed.), Handbook of language and literacy development: A roadmap from 0–60 Months (pp. 1–10). London, ON: Canadian Language and Literacy Research Network.
Pomerantz, A. (1984). Agreeing and disagreeing with assessments: Some features of preferred/dispreferred turn shapes. In J. M. Atkinson & J. Heritage (Eds.), Structures of social action (pp. 57–101). Cambridge, England: Cambridge University Press.
Psathas, G. (1992). The study of extended sequences: The case of the garden lesson. In G. Watson & R. M. Seiler (Eds.), Text in context: Contributions to ethnomethodology (pp. 99–122). Newbury Park: SAGE.
Reese, E. (1995). Predicting children’s literacy from mother-child conversations. Cognitive Development, 10(3), 381–405.
Ross, S. (1992). Accommodative questions in oral proficiency interviews. Language Testing, 9, 173–186.
Sacks, H. (1992). Lectures on conversation (Vol. 1 & 2). Oxford UK and Cambridge US: Blackwell Publishing.
Sacks, H., Schegloff, E. A., & Jefferson, G. (1978). A simplest systematics for the organization of turn taking for conversation. In J. N. Schenkein (Ed.), Studies in the organization of conversation interaction (pp. 7–55). New York: Academic Press.
Schegloff, E. A. (2007). Sequence organization in interaction: A primer in conversation analysis (Vol. 1). Cambridge: Cambridge University Press.
Schegloff, E. A. (2010). Some other “uh(m)”s. Discourse Processes, 47(2), 130–174.
Schegloff, E. A., & Lerner, G. H. (2009). Beginning to respond: “Well”-prefaced responses to WH-questions. Research on Language and Social Interaction, 42(2), 91–115.
Sidnell, J. (2011). Conversation analysis. New York: Oxford University Press.
Stivers, T., & Rossano, F. (2010). Mobilizing response. Research on Language and Social Interaction, 43(1), 3–31.
Stokoe, E., & Edwards, D. (2006). Story formulations in talk-in-interaction. Narrative Inquiry, 16(1), 56–65.
Tabors, P. O., Snow, C. E., & Dickinson, D. K. (2001). Homes and schools together: Supporting language and literacy development. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children learning at home and school (pp. 313–334). Baltimore, MD: Brookes Publishing.
Tarplee, C. (2010). Next turn and intersubjectivity in children’s language acquisition. In H. F. Gardner & M. A. Forrester (Eds.), Analysing interactions in childhood: Insights from conversation analysis (pp. 3–22). Chichester, England: Wiley-Blackwell.
Theobald, M. (2016). Achieving competence: The interactional features of children’s storytelling. Childhood, 23(1), 87–104.
Whalen, J., Zimmerman, D. H., & Whalen, M. R. (1988). When words fail: A single case analysis. Social Problems, 35(4), 335–359.
Wootton, A. J. (1994). Object transfer, intersubjectivity and third position repair: Early developmental observations of one child. Journal of Child Language, 21(3), 543–564.
Wootton, A. J. (1997). Interaction and the development of mind. Cambridge: Cambridge University Press.
Wootton, A. J. (2007). A puzzle about please: Repair, increments, and related matters in the speech of a young child. Research on Language and Social Interaction, 40(4), 171–198.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Filipi, A. (2017). The Emergence of Story-Telling. In: Bateman, A., Church, A. (eds) Children’s Knowledge-in-Interaction. Springer, Singapore. https://doi.org/10.1007/978-981-10-1703-2_15
Download citation
DOI: https://doi.org/10.1007/978-981-10-1703-2_15
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-1701-8
Online ISBN: 978-981-10-1703-2
eBook Packages: EducationEducation (R0)