Conversation Analysis and Early Childhood Education
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A01=Amanda Bateman
Author_Amanda Bateman
CA Approach
Category=GPS
Category=JBF
Category=JHBD
Category=JM
Category=JN
Category=JNA
centre
Children's Emotional Displays
co-constructed learning processes
Early Childhood Centre
Early Childhood Curriculum
Early Childhood Curriculum Framework
Early Childhood Education
Early Childhood Education Centre
Early Childhood Education Environment
Early Childhood Education Research
Early Childhood Education Setting
Early Childhood Perspective
Early Childhood Teachers
early years pedagogy
Endearment Term
EPPE Study
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
ethnomethodology
Individual Social Situation
membership categorisation
Membership Categorisation Analysis
Morning Tea
Pretend Play
Pretend Play Activity
Pretend Play Episodes
qualitative classroom research
Sarah's Question
Sarah’s Question
Single Case Analysis
social order construction
teacher child interaction
Teacher Child Interactions
Teacher Researcher Partnership
teachers
Zealand Early Childhood Curriculum
Product details
- ISBN 9781138602779
- Weight: 370g
- Dimensions: 156 x 234mm
- Publication Date: 09 May 2018
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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This book provides insight into the everyday activities co-produced by teachers and young children, demonstrating the fine details of teaching and learning as knowledge is shared through the everyday activities of talk-in-interaction. Adopting an ethnomethodological perspective, together with conversation analysis and membership categorisation analysis, it reveals how teaching and learning are jointly accomplished during activities such as pretend play episodes, during disputes, managing illness and talking about the environment. Through in-depth studies of child-teacher interactions, the book explores the means by which knowledge is transferred and episodes of teaching and learning are co-constructed by participants, shedding light on the co-production of social order, the communication of knowledge and manner in which professional and relational identities are made relevant in interaction. As such, Conversation Analysis and Early Childhood Education will be of interest not only to scholars of ethnomethodology and conversation analysis, but also to those working in the areas of early childhood studies and pedagogy.
Amanda Bateman is Senior Lecturer in Early Childhood Education in the Faculty of Education at Waikato University, New Zealand.
