Eilittä2024a
| Eilittä2024a | |
|---|---|
| BibType | ARTICLE |
| Key | Eilittä2024a |
| Author(s) | Tiina Eilittä |
| Title | How to engage: Kindergarteners telling on their peers and recruiting adults’ assistance |
| Editor(s) | |
| Tag(s) | EMCA |
| Publisher | |
| Year | 2024 |
| Language | English |
| City | |
| Month | |
| Journal | Research on Children and Social Interaction |
| Volume | 8 |
| Number | 1 |
| Pages | 1-31 |
| URL | |
| DOI | 10.1558/rcsi.27498 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This paper studies how children initiate telling-on sequences in kindergartens. The focus is on multimodal practices that children (6–7-year-olds) employ when engaging adults (teachers/caregivers) and peers in the telling-on sequences. The paper demonstrates how children utilise varying multimodal resources as well as display their moral stances in their telling-ons to recruit the adults’ intervention in the conflicts. The analyses also illustrate how the varying participation frameworks co-constructed by the participants have the potential to influence the organisation of the telling-ons and overall conflict resolution. The findings are based on video-recorded naturally occurring interactions in an English-speaking kindergarten in Finland. The data are analysed using the principles of multimodal conversation analysis.
Notes
