Aligning in and through interaction : children getting in and out of spontaneous activity
Rendle-Short, Johanna, Cobb-Moore, Charlotte, & Danby, Susan J. (2014) Aligning in and through interaction : children getting in and out of spontaneous activity. Discourse Studies, 16(6), pp. 792-815.
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Spontaneous play, important for forming the basis of friendships and peer relations, is a complex activity involving the management and production of talk-in-interaction. This paper focuses on the intricacies of social interaction, emphasising the link between alignment and affiliation, and the range and importance of verbal and nonverbal interactive devices available to children. Analysis of the way in which two girls, one of whom has been diagnosed with Asperger’s Syndrome, engage in spontaneous activities demonstrates the potential for interactional difficulty due to the unscripted nature of the interaction. The paper argues for further research into how improvised, unscripted interactions are initiated within moment-by-moment talk, how they unfold, and how they are brought to a close in everyday contexts in order to understand how children create their social worlds.
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|Item Type:||Journal Article|
|Keywords:||Peer relations, conversation analysis, Asperger’s Syndrome, affiliation, alignment, spontaneous activity, children|
|Subjects:||Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > LINGUISTICS (200400) > Applied Linguistics and Educational Linguistics (200401)|
|Divisions:||Current > Research Centres > Children & Youth Research Centre
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood
|Copyright Owner:||Copyright 2014 The Author(s)|
|Deposited On:||08 May 2014 00:39|
|Last Modified:||08 Jan 2015 10:50|
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