Difference between revisions of "Burdelskib2022"
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{{BibEntry | {{BibEntry | ||
| − | | | + | |BibType=INCOLLECTION |
| − | | | + | |Author(s)=Matthew Burdelski; |
|Title=Socialization | |Title=Socialization | ||
| − | | | + | |Editor(s)=Amelia Church; Amanda Bateman; |
|Tag(s)=EMCA; early childhood; teacher education; language socialization | |Tag(s)=EMCA; early childhood; teacher education; language socialization | ||
| − | | | + | |Key=Burdelskib2022 |
| − | |||
| − | |||
|Publisher=Cambridge University Press | |Publisher=Cambridge University Press | ||
|Year=2022 | |Year=2022 | ||
| + | |Language=English | ||
| + | |Address=Cambridge | ||
| + | |Booktitle=Talking with Children: A Handbook of Interaction in Early Childhood Education | ||
|Pages=120–141 | |Pages=120–141 | ||
| + | |URL=https://www.cambridge.org/core/books/abs/talking-with-children/socialization/FCBF5EA64F1BDFD55E9CA689D8DA52F6 | ||
| + | |DOI=10.1017/9781108979764.007 | ||
| + | |Abstract=This chapter approaches the topic of how adults talk to children in early childhood education settings from the perspective of socialisation, conceptualized as a dual process of learning language and institutional/cultural norms. Focusing on episodes in which teachers mediate in children’s peer conflict, it identifies two discursive practices that have been widely observed in various societies: (1) directives on what to say to peers (e.g., “Can you say, I’m sorry?”) and (2) replaying the talk of a third-party peer (e.g., “She’s asking you to lend it to her”). It is argued that these practices are important for encouraging children to use and respond to talk as social action (e.g., to apologize, to comply with another’s request), and to use talk to display affective stance (i.e. feelings, emotions, and attitudes). In addition to an analysis of interaction at the micro level, the chapter discusses the institutional and cultural norms that are potentially being socialized through these two practices. Finally, suggestions are made for pedagogy. | ||
}} | }} | ||
Latest revision as of 13:36, 24 June 2025
| Burdelskib2022 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Burdelskib2022 |
| Author(s) | Matthew Burdelski |
| Title | Socialization |
| Editor(s) | Amelia Church, Amanda Bateman |
| Tag(s) | EMCA, early childhood, teacher education, language socialization |
| Publisher | Cambridge University Press |
| Year | 2022 |
| Language | English |
| City | Cambridge |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 120–141 |
| URL | Link |
| DOI | 10.1017/9781108979764.007 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Talking with Children: A Handbook of Interaction in Early Childhood Education |
| Chapter | |
Abstract
This chapter approaches the topic of how adults talk to children in early childhood education settings from the perspective of socialisation, conceptualized as a dual process of learning language and institutional/cultural norms. Focusing on episodes in which teachers mediate in children’s peer conflict, it identifies two discursive practices that have been widely observed in various societies: (1) directives on what to say to peers (e.g., “Can you say, I’m sorry?”) and (2) replaying the talk of a third-party peer (e.g., “She’s asking you to lend it to her”). It is argued that these practices are important for encouraging children to use and respond to talk as social action (e.g., to apologize, to comply with another’s request), and to use talk to display affective stance (i.e. feelings, emotions, and attitudes). In addition to an analysis of interaction at the micro level, the chapter discusses the institutional and cultural norms that are potentially being socialized through these two practices. Finally, suggestions are made for pedagogy.
Notes
