Locking the unlockable : children's invocation of pretense to define and manage place
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
|Copyright Owner:||Copyright 2010 SAGE Publications.|
|Deposited On:||05 May 2009 07:34|
|Last Modified:||29 Feb 2012 23:56|
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