Locking the unlockable : children's invocation of pretense to define and manage place

Cobb-Moore, Charlotte, Danby, Susan J., & Farrell, Ann (2010) Locking the unlockable : children's invocation of pretense to define and manage place. Childhood, 17(3), pp. 376-395.

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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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3 citations in Scopus
2 citations in Web of Science®
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ID Code: 20302
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: children, pretend play, social interaction, place, location, ethnomethodolgy
DOI: 10.1177/0907568210369317
ISSN: 0907-5682
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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