This book is a collected volume that brings together research from authors working in cross-disciplinary academic areas including early childhood, linguistics and education, and draws on the shared interests of the authors, namely understanding children's interactions and the co-production of knowledge in everyday communication. The collection of studies explores children's interactions with teachers, families and peers, showing how knowledge and learning are co-created, constructed and evident in everyday experiences.

How do children get their own way in arguments? What is the most effective way of pursuing one's own goals in preschool? 'Use your words' is an instruction frequently heard in nurseries and pre-schools encouraging young children to resolve the situation through verbal rather than physical means. Discourse is seen as the solution, yet, what words are the children supposed to use, and how do they go about resolving disputes? This fascinating book offers a conversation analysis of children's arguments, revealing disputing as a highly ordered, rule-governed activity, even amongst very young children. The author provides a rich theoretical discussion of the work in speech acts and conversational analysis, whilst offering a sophisticated review in relation to children's culture. It will be of great interest to conversation analysts within sociology and linguistics, as well as to educationalists and scholars of childhood.

Early childhood teachers know that the quality of child-teacher interactions has an impact on children's social and educational outcomes. Talking with children is central to early learning, but the significant details of high quality conversations in early childhood settings are not always obvious. This Handbook brings together experts from across the globe to share evidence of teachers talking with children in early learning environments. It applies the methodology of conversation analysis to questions about early childhood education, and shows why this method of studying discourse can be a valuable resource for professional development in early childhood. Each chapter of this Handbook includes an up-to-date literature review; shows how interactional pedagogy can be achieved in everyday interactions; and demonstrates how to apply this learning in practice. It offers unique insights into real-life early childhood education practices, based on robust research findings, and provides practical advice for teaching and talking with children.

How do children get their own way in arguments? What is the most effective way of pursuing one's own goals in preschool? 'Use your words' is an instruction frequently heard in nurseries and pre-schools encouraging young children to resolve the situation through verbal rather than physical means. Discourse is seen as the solution, yet, what words are the children supposed to use, and how do they go about resolving disputes? This fascinating book offers a conversation analysis of children's arguments, revealing disputing as a highly ordered, rule-governed activity, even amongst very young children. The author provides a rich theoretical discussion of the work in speech acts and conversational analysis, whilst offering a sophisticated review in relation to children's culture. It will be of great interest to conversation analysts within sociology and linguistics, as well as to educationalists and scholars of childhood.

This book is a collected volume that brings together research from authors working in cross-disciplinary academic areas including early childhood, linguistics and education, and draws on the shared interests of the authors, namely understanding children's interactions and the co-production of knowledge in everyday communication. The collection of studies explores children's interactions with teachers, families and peers, showing how knowledge and learning are co-created, constructed and evident in everyday experiences.