Locking the unlockable : children's invocation of pretense to define and manage place
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Young children use pretense in their interactions with their peers. This paper focuses on their use of pretense to establish, define and formulate places within their peer interaction. A talk-in-interaction approach is used to analyse video-recorded and transcribed interactions of children aged 4-6 years in the block area of an early childhood classroom in Australia. The complex and collaborative interactive work of the children produced shared understandings of pretense, which they used as a device to manage their use of classroom physical and social spaces.
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|Item Type:||Journal Article|
|Keywords:||children, pretend play, social interaction, place, location, ethnomethodolgy|
|Divisions:||Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Past > Institutes > Information Security Institute
Current > Schools > School of Early Childhood & Inclusive Education
|Copyright Owner:||Copyright 2010 SAGE Publications.|
|Deposited On:||04 May 2009 21:34|
|Last Modified:||29 Feb 2012 13:56|
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- Locking the unlockable : children's invocation of pretense to define and manage place. (deposited 04 May 2009 21:34) [Currently Displayed]
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