Overview
- Includes detailed transcripts of examples of successful teaching practices – useful for advising teacher education within a wide age range
- Demonstrates the value of the methodology - furthers our understanding of current ethnomethodological conversation analysis and membership categorisation research
- Reveals how knowledge exchange and learning occurs in different countries – speaks to a global audience
- Includes supplementary material: sn.pub/extras
Access this book
Tax calculation will be finalised at checkout
Other ways to access
Table of contents (19 chapters)
-
Front Matter
Keywords
- Childhood studies
- Conversation analysis
- Early childhood education
- Education in Australia
- Education in Sweden
- Epistemics
- Knowledge-in-action
- Language in early childhood
- Mathematics knowledge in early childhood
- New Zealand education
- Sociology of childhood
- bilingual primary classrooms
- children's contribution to learning
- digital literacy in early childhood
- early childhood curriculum frameworks
- ethnomethodological frameworks
- membership categorisation analysis
- methodology of conversation analysis
- peer relationships and children
- quality of learning interactions
About this book
This book is a collected volume that brings together research from authors working in cross-disciplinary academic areas including early childhood, linguistics and education, and draws on the shared interests of the authors, namely understanding children’s interactions and the co-production of knowledge in everyday communication. The collection of studies explores children’s interactions with teachers, families and peers, showing how knowledge and learning are co-created, constructed and evident in everyday experiences.
Editors and Affiliations
About the editors
Amanda Bateman currently works at the University of Waikato, New Zealand as a senior lecturer in early childhood education. She has led various research projects using conversation analysis to explore peer-peer relationships and teacher-child interactions, and is currently Principal Investigator on a project exploring children’s storytelling in early childhood through to primary school. Her book Conversation Analysis and Early Childhood Education: The Co-Production of Knowledge and Relationships discusses findings from her project investigating teacher-child interactions in New Zealand early childhood education.
Amelia Church is a lecturer at the Melbourne Graduate School of Education at The University of Melbourne, where she teaches courses in research methods in early childhood education and applied conversation analysis as well as qualitative research methods. She holds a PhD in linguistics from Monash University and published this research as part of the Ashgate series Directions in Ethnomethodology and Conversation Analysis, which is included in the book Preference Organisation and Peer Disputes: How young children resolve conflict. Her current research involves children’s talk, classroom interactions, and how misunderstanding is resolved in talk-in-interaction.
Bibliographic Information
Book Title: Children’s Knowledge-in-Interaction
Book Subtitle: Studies in Conversation Analysis
Editors: Amanda Bateman, Amelia Church
DOI: https://doi.org/10.1007/978-981-10-1703-2
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Springer Science+Business Media Singapore 2017
Hardcover ISBN: 978-981-10-1701-8Published: 09 November 2016
Softcover ISBN: 978-981-10-9425-5Published: 21 April 2018
eBook ISBN: 978-981-10-1703-2Published: 25 October 2016
Edition Number: 1
Number of Pages: XVIII, 369
Number of Illustrations: 63 b/w illustrations
Topics: Early Childhood Education, Applied Linguistics, International and Comparative Education, Teaching and Teacher Education, Sociology of Education