Toddler and parent interaction : the organisation of gaze, pointing and vocalisation / Anna Filipi.

Format:

Book

Author/Creator:

Filipi, Anna.

Series:

Pragmatics & beyond ; new ser., 192.

Pragmatics & beyond, 0922-842X ; new ser., v. 192

Language:

English

Subjects (All):

Pragmatics.

Nonverbal communication.

Physical Description:

1 online resource (288 p.)

Edition:

1st ed.

Place of Publication:

Amsterdam ; Philadelphia : John Benjamins Pub. Co., c2009.

Language Note:

English

Summary:

This book provides a microanalysis of the interactions between four children and their parents starting when the children were aged 9 to 13 months and ending when they were 18 months old. It tracks development as an issue for and of interaction. In so doing, it uncovers the details of the organisation of the sequence structure of the interactions, and exposes the workings of language and social development as they unfold in everyday activities. The study begins with a description of pre-verbal children's sequences of action and then tracks those sequences as linguistic ability increases. The analysis reveals a developing richness and complexity of the sequence structure and exposes a gap in Child Language studies that focus on the children's and their carers' actions in isolation from their sequential environment. By focusing on the initiating actions of both child and parent, and the response to those actions, and by capturing the details of how both verbal and nonverbal actions are organised in the larger sequences of talk, a more complete picture emerges of how adept the young child is at co-creating meaning in highly organised ways well before words start to surface. The study also uncovers pursuit of a response, and orientation to insufficiency and adequacy of response, as defining characteristics of these early interactions.

Contents:

Toddler and Parent Interaction

Editorial page

Title page

LCC data

Table of contents

Acknowledgements

Introduction

Focus of the study

Organisation of this book

Chapter 1. Pragmatic development

Gaze

The eyes have it! Gaze as the key to interaction in early childhood conversations: Findings from Child Language

Gaze and turn-taking: Perspectives from the study of adults in interaction

Gaze and turn-taking in studies of children

Concluding remarks

Gestural development

The earliest appearing gestures

The relationship of gesture to language development

Intentionality

The controversy surrounding intentionality

Conversations with young children: Turn-taking and questions and answers

Turn-taking

Questions and answer pairs

Conclusion

Chapter 2. Conversation analysis

Talk-in-interaction and sequence organisation

Adjacency pairs

Pre-sequences

Insert sequences

Side-sequences

Post-expansion sequences

Repair

Conversation Analysis and research on gesture

The spatial and temporal properties of gesture

Gesture as social action: Its role in turn design

Conversation Analysis and very young children's talk

Questions guiding the study

The strength of Conversation Analysis as a tool for analysing talk

The participants

Family profiles

The collection of interactions

Procedures for transcription and analysis of data

Data segmentation

Chapter 3. The organisation of talk in early interaction

The organisation of gaze in pre-verbal talk

Actions to elicit the child's gaze

The summons and answer adjacency pair

Parents' treatment of gaze as an inappropriate or insufficient action

Managing failure to make eye contact: Repairing lack of hearer recipiency.

Managing failure to make eye contact: Repairing failure of the child to direct her attention to an object

Summary and discussion

The child's initiation of gaze engagement and disengagement

Summary and concluding remarks

The pervasiveness of questions

The question as a response to a child initiated vocalisation

Parent-initiated questions

Pursuit of a response

A candidate answer or label after failure to respond

The child vocalises or produces an action such as laughter

Silence and overlap

Overlap

The size of the gap

Chapter 4. Initiating talk through pointing in early interactions

Child-initiated pointing: An overview

Camera sequences

Response through a greeting

Response through a label or a label eliciting question in next turn position

Pointing to objects other than the camera

Labelling or producing a label eliciting question

Repetition of "look" or the news receipt token "oh"

The repair initiator "what" in next turn position

Minimal response tokens in next turn position

The child's repeated and sustained pointing

Orienting to pointing as a request

Chapter 5. Beyond initiating talk and mobilising attention

The developing child and her pointing gesture

Labelling sequences

The child points and labels, the parent corrects her

The child produces a label eliciting question, the parent labels

Repeated pointing in labelling sequences as a display of private speech

Orienting to the absence of pointing as problematic

Tracking the expanding functions of pointing

The child points to comment

the parent agrees with her comment

On the way to making pointing gestures redundant: Request sequences

The child requests through pointing.

Pointing in a recycled turn

Pointing to confirm in response to a request for confirmation

Contexts where pointing has become obsolete

The child selects her addressee through a summons or greeting

Drawing attention without pointing

Chapter 6. The interactional work of gesture combinations, non-vocal pointing and non-response

Head or finger shaking combined with pointing as a display of shared understanding about conduct

Non-vocal pointing

Pointing without vocalisation as an answer in question and answer labelling and naming pairs

Interruptions to pointing

The interactional import of non-response as a feature of the parent's interaction

Failure to respond as a violation

Witholding a response

Withheld response as an example of embedded repair

Withholding as an orientation to the child's selection of someone else as the recipient of her actions

Withholding as an orientation to the child engaging in private speech

Withholding as a display of keeping the child on task

The interactional import of non-response as a feature of the child's interactions

Non-response from the age of 10 months

Non-response at 15 to 18 months

Chapter 7. Conclusion

Actions to elicit and encourage interaction

Initiating action through pointing

The child's developing skills

Combined gesture, pointing without vocalising and non-response

Sequence organisation

Recurring features

Implications of the study and directions for future research

References

Appendix

Index.

Notes:

Bibliographic Level Mode of Issuance: Monograph

Includes bibliographical references (p. [241]-264) and index.

ISBN:

9786612484995

9781282484993

1282484990

9789027288769

9027288763

OCLC:

593287191