scholarly journals Getting into the Same Boat – Enabling the Realization of the Disabled Child’s Agency in Adult–Child Play Interaction

2021 ◽  
Vol 23 (1) ◽  
pp. 272-283
Author(s):  
Johanna Olli ◽  
Sanna Salanterä ◽  
Liisa Karlsson ◽  
Tanja Vehkakoski
Keyword(s):  
Adult Child ◽  
Child Play ◽  
The Disabled ◽  
Play Interaction

Cultural variation in young children’s access to work or involvement in specialised child-focused activities

2003 ◽  
Vol 27 (3) ◽  
pp. 264-274 ◽  
Author(s):  
Gilda A. Morelli ◽  
Barbara Rogoff ◽  
Cathy Angelillo
Keyword(s):  
Middle Class ◽  
Democratic Republic ◽  
Democratic Republic Of Congo ◽  
Adult Child ◽  
European American ◽  
Cultural Variation ◽  
Opportunities To Learn ◽  
Work Activities ◽  
Child Play ◽  
San Pedro

Ethnographic literature indicates that in many cultural communities around the world, children have extensive opportunities to learn through observing and participating in their community’s work and other mature activities. We argue that in communities in which children are often segregated from adult work (as in middle-class European American communities), young children instead are often involved in specialised child-focused activities such as lessons, adult–child play (and scholastic play), and conversation with adults on child-related topics. We examine this argument with systematic time-sampled observations of the extent of 2- to 3-year-old children’s access to adult work compared to their involvement in specialised child-focused activities. Observations focused on 12 children in each of four communities: two middle-class European American communities (West Newton, Massachusetts and Sugarhouse, Utah), Efe foragers of the Democratic Republic of Congo, and indigenous Maya of San Pedro, Guatemala. West Newton and Sugarhouse children had less frequent access to work and were involved more often in specialised child-focused activities than Efe and San Pedro children. The results support the idea that the middle-class European American children’s frequent involvement in specialised child-focused activities may relate to their more limited opportunities to learn through observing work activities of their communities. It may be less necessary for the Efe and San Pedro children to be involved in specialised child-focused activities to prepare them for involvement in mature community practices, because they are already a regular part of them.

Establishing validity among pre-school children

2018 ◽  
Vol 7 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Kati Hannken-Illjes ◽  
Ines Bose
Keyword(s):  
Preschool Children ◽  
School Children ◽  
Child Play ◽  
Multimodal Analysis ◽  
Function Of Argumentation ◽  
Play Interaction ◽  
Epistemic Function ◽  
Working Out ◽  
Theoretical Considerations ◽  
Natural Child

Abstract This paper lays out theoretical considerations and first analyses on the giving of and asking for reasons among preschool children age 3–7 in natural child-child play interaction. We attempt to give an integrated, multimodal analysis of the verbal, paraverbal and extraverbal means of these reasoning activities. In our data we find many instances of younger children who are giving reasons during play interaction. Often these reasoning activities do not occur in an open conflict and are not primarily directed at working out a local dissensus. Rather, these interactions seem to foreground the epistemic function of argumentation. We will argue that these practices should be understood and researched as early forms of argumentation.

Father-child play interaction and subjectivity

1998 ◽  
Vol 13 (4) ◽  
pp. 447-460 ◽  
Author(s):  
Chantal Zaouche-Gaudron ◽  
Hélène Ricaud ◽  
Ania Beaumatin
Keyword(s):  
Child Play ◽  
Play Interaction

scholarly journals Contrasting lexical biases in bilingual English–Mandarin speech: Verb-biased mothers, but noun-biased toddlers

2021 ◽  
pp. 1-24
Author(s):  
Peipei SETOH ◽  
Michelle CHENG ◽  
Marc H. BORNSTEIN ◽  
Gianluca ESPOSITO
Keyword(s):  
Lexical Acquisition ◽  
Book Reading ◽  
Minor Role ◽  
Lexical Development ◽  
Child Play ◽  
Widespread Phenomenon ◽  
Play Interaction ◽  
Noun Bias ◽  
A Minor

Abstract Is noun dominance in early lexical acquisition a widespread or a language-specific phenomenon? Thirty Singaporean bilingual English–Mandarin learning toddlers and their mothers were observed in a mother-child play interaction. For both English and Mandarin, toddlers’ speech and reported vocabulary contained more nouns than verbs across book reading and toy playing. In contrast, their mothers’ speech contained more verbs than nouns in both English and Mandarin but differed depending on the context of the interaction. Although toddlers demonstrated a noun bias for both languages, the noun bias was more pronounced in English than in Mandarin. Together, these findings support early noun dominance as a widespread phenomenon in the lexical acquisition debate but also provide evidence that language specificity also plays a minor role in children's early lexical development.

Adult/child play

1984 ◽  
Vol 12 (1) ◽  
pp. 45-45
Author(s):  
Joanna Foster
Keyword(s):  
Adult Child ◽  
Child Play
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