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Conversation Analysis and Early Childhood Education: The Co-Production of Knowledge and Relationships [Pehme köide]

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Conversation Analysis and Early Childhood Education: The Co-Production of Knowledge and RelationshipsSuurem pilt
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Püsilink: https://www.kriso.ee/db/9781138602779.html
Märksõnad:
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.

Arvustused

In this captivating study of everyday life among children and adults in early education, Bateman skilfully tracks the concrete, lived features of teaching and learning. The result is a participant-friendly account of the Te Whāriki curriculum - a timely and important read for scholars, practitioners and anyone seeking an insiders view of educational practice. Jakob Cromdal, Linköping University, Sweden A compelling book that explores multifaceted educational experiences for young childrens learning and knowledge production. The situated activities include play, disputes, the outdoor environment, and caring for an ill child. This rich ethnography of peer and adult-child communication offers unique insights into childrens everyday lives in preschool settings, using ethnomethodology and conversation analysis to address universal interests in the social processes of teaching and learning. Susan Danby, Queensland University of Technology, Australia This delightful book offers a rich account of everyday interactions between young children and their teachers in early childhood education settings. Through detailed ethnomethodological analysis, Bateman reveals the intricate management and production of ordinary teaching and learning moments, knowledge and relationships. The book is essential reading for anyone with a scholarly or applied interest in early childhood education, and makes a major contribution to studies of childrens interactions and social worlds. Carly W. Butler, Loughborough University, UK

Acknowledgements vii
1 Investigating Teacher and Child Interactions
1(10)
2 Teaching and Learning as a Social Process
11(20)
3 The Research Project
31(10)
4 Doing Pretend Play
41(26)
5 Relationships and Knowledge in Disputes
67(34)
6 Learning Outside
101(30)
7 Managing Illness: A Single Case Analysis
131(22)
8 Knowledge and Relationships in Early Childhood Education
153(8)
Appendix: CA Transcription Conventions 161(2)
References 163(16)
Index 179
Amanda Bateman is Senior Lecturer in Early Childhood Education in the Faculty of Education at Waikato University, New Zealand.