Calibrating joint attention and affective stances in young children's peer interactions
نویسندگان
چکیده
The present study addresses young children's (three-to five-year-olds’) peer interactions and explores a recurrent interactional genre, i.e. affectively heightened attention-organizing practices used when initiating an exchange in preschool Sweden. data consists of 40 h video recordings collected two regular preschools By using Multimodal Interaction Analysis (Goodwin, 2000) video-recordings from everyday activities, we examine the verbal, embodied material features interactions. analysis shows that children exploited common access to objects or physical personal attributes within their socio-material environment relied on them secure others’ attention, while various methods for making object ‘noteworthy’. indexing affective stance towards referent, created interpretative framework recipient's response. However, recipients’ orientation alignment were not be presumed. responses comprised continuum engagement: aligned with downplayed prior speaker's through quality In all, detailed reveals repertoires communicative challenges associated • Study examines how preschoolers initiate social interaction group. Securing attention required persistent work. Children displayed stances visual referent. Children's stances.
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ژورنال
عنوان ژورنال: Journal of Pragmatics
سال: 2022
ISSN: ['0378-2166', '1879-1387']
DOI: https://doi.org/10.1016/j.pragma.2022.05.016