Orchestrating children’s action : An in-depth multimodal analysis of child-educator interactions in one Italian early childhood education setting
(2021) In European Journal of Psychology of Education- Abstract
- Early childhood educational centers (ECEC) are contexts where young children make their first contact with specific, culturally determined rules, practices, and values. Only a few studies have analyzed in-depth the practices through which the educators direct the children’s action and attention while they are performing routine educational activities. By means of detailed transcription of educators-children conversations and Conversation Analytic methodology, this work examines a set of videorecorded interactions collected in one Italian ECE center (“nido”), particularly focusing on the verbal and multimodal resources employed by ECEC teachers as they manage episodes, where the children diverge from an expected course of action. Analyses... (More)
- Early childhood educational centers (ECEC) are contexts where young children make their first contact with specific, culturally determined rules, practices, and values. Only a few studies have analyzed in-depth the practices through which the educators direct the children’s action and attention while they are performing routine educational activities. By means of detailed transcription of educators-children conversations and Conversation Analytic methodology, this work examines a set of videorecorded interactions collected in one Italian ECE center (“nido”), particularly focusing on the verbal and multimodal resources employed by ECEC teachers as they manage episodes, where the children diverge from an expected course of action. Analyses reveal that the educators employ a variety of multimodal resources to orchestrate the child’s attention and actions toward the desired course of activity, which open spaces where the child’s agency, however more or less strongly reprimanded, is admitted and negotiated. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/5d71721b-3b47-44e9-8807-9d2b847a3618
- author
- Fatigante, Marilena ; Antici, Lilia ; Zucchermaglio, Cristina ; Fantasia, Valentina LU and Alby, Francesca
- publishing date
- 2021
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Directive sequences, Conversation analysis, Orchestration, multimodal interactions, ECE center, Italy
- in
- European Journal of Psychology of Education
- pages
- 31 pages
- publisher
- Springer
- external identifiers
-
- scopus:85106429367
- ISSN
- 0256-2928
- DOI
- 10.1007/s10212-021-00548-y
- language
- English
- LU publication?
- no
- id
- 5d71721b-3b47-44e9-8807-9d2b847a3618
- date added to LUP
- 2022-03-10 21:58:12
- date last changed
- 2022-04-26 05:11:45
@article{5d71721b-3b47-44e9-8807-9d2b847a3618,
abstract = {{Early childhood educational centers (ECEC) are contexts where young children make their first contact with specific, culturally determined rules, practices, and values. Only a few studies have analyzed in-depth the practices through which the educators direct the children’s action and attention while they are performing routine educational activities. By means of detailed transcription of educators-children conversations and Conversation Analytic methodology, this work examines a set of videorecorded interactions collected in one Italian ECE center (“nido”), particularly focusing on the verbal and multimodal resources employed by ECEC teachers as they manage episodes, where the children diverge from an expected course of action. Analyses reveal that the educators employ a variety of multimodal resources to orchestrate the child’s attention and actions toward the desired course of activity, which open spaces where the child’s agency, however more or less strongly reprimanded, is admitted and negotiated.}},
author = {{Fatigante, Marilena and Antici, Lilia and Zucchermaglio, Cristina and Fantasia, Valentina and Alby, Francesca}},
issn = {{0256-2928}},
keywords = {{Directive sequences; Conversation analysis; Orchestration; multimodal interactions; ECE center; Italy}},
language = {{eng}},
publisher = {{Springer}},
series = {{European Journal of Psychology of Education}},
title = {{Orchestrating children’s action : An in-depth multimodal analysis of child-educator interactions in one Italian early childhood education setting}},
url = {{http://dx.doi.org/10.1007/s10212-021-00548-y}},
doi = {{10.1007/s10212-021-00548-y}},
year = {{2021}},
}