Initiating interactions in the toddler peer group: Embodied conversation starters
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Dagsetning
Höfundar
Journal Title
Journal ISSN
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Útgefandi
Equinox Publishing
Úrdráttur
Two-year old children often express their understanding and intentions
through embodied interactions as they co-produce social relationships.
This article presents findings from an ethnomethodological study using
conversation analysis to explore turn-taking in toddlers’ interactions in a
preschool in Iceland. Here, we focus on how toddlers initiate interaction
through touch and gaze. These findings demonstrate that toddlers are adept
at reading social cues from their peers and are competent at turn-taking
and repair in embodied interactions resulting in significant exchanges in the
peer group. As such, this article contributes to a growing body of research
that demonstrates toddler’s competencies in organizing their own social
worlds through embodied strategies that co-construct peer relationships
in competent ways.
Lýsing
Efnisorð
Conversation analysis, Toddlers, Early childhood education and care, Interactions, Embodied interactions
Citation
Gunnarsdottir, B., & Bateman, A. (2022). Initiating interactions in the toddler peer group: Embodied conversation starters. Research on Children and Social Interaction, 6(1), 5–29. https://doi.org/10.1558/rcsi.22739