Introduction
1.The study of socialization: historical context and respecification by ethnomethodology and conversation analysis
2. Data/collection/transcription
3. Young children’s repetitions of initial assessments and their orientation toward conditional relevance
4. Parents’ agreements with children’s initial assessments: what about the preference for agreement in everyday family life?
5. Parents’ disagreements with children’s initial assessments - what about the dispreference for disagreement in everyday family life?
6. Concluding comments
References
Appendix
Index.
Sara Keel is a post-doctoral researcher at the University of Basel, Switzerland.
"All those interested in children's early conversational abilities
and competencies will immediately recognize the significance of
this major contribution to the field. Not only does Sara Keel
explicate the particularly subtle strategies children begin to
display, she also sets her findings within a timely overview and
analysis of the existent conversation analytic work on early
socialisation."—Michael Forrester, University of Kent, UK"In this
book, Sara Keel illuminates the interactional competencies of
two-year-old children. The detailed analysis shows - in pursuing
parent responses to their assessments - young children are attuned
to the negotiation of roles, the indexicality of rights and
responsibilities, and the contiguity of social practices. A
terrific read, not only for scholars in ethnomethodology and
conversation analysis, but for students, practitioners and
researchers of early childhood seeking to understand how
socialization is achieved in everyday interactions."— Amelia
Church, University of Melbourne, Australia"For anyone interested in
the detailed study of parent-child interaction, and how
socialization might be approached using the unique tools of
ethnomethodology and conversation analysis, this book has much to
offer. It provides an enlightening overview of scholarly thinking
on socialization, and grounds the concept in the concrete
particulars of children's everyday interactions."— Mardi Kidwell,
University of New Hampshire, USA"This book breaks new ground in the
examination of young children's embodied interactive, cognitive,
and linguistic competences. Its careful analysis demonstrates how
children aged 2-3 years act as agents to orchestrate and negotiate
co-operative engagement with parents during interaction within
assessment activities."— Marjorie Harness Goodwin, University of
California, Los Angeles, USA"This is the best book on child-parent
interaction I have ever read. In a most succinct and insightful
way, Sara Keel surveys the major social-scientific approaches to
'socialization', and with consummate conceptual acuity shows how
ethnomethodology and conversation analysis radically respecify
those approaches-not least in recasting the analytic conception of
the child. Using detailed empirical analyses of audiovisual
recordings of child-parent interactions, she presents new findings
concerning, for instance, the participants' methodical practices
concerning preference organization in children's interactions with
parents."— Rod Watson, Dept. Sciences Economiques et
Sociales,Telecom ParisTech
"All those interested in children's early conversational abilities
and competencies will immediately recognize the significance of
this major contribution to the field. Not only does Sara Keel
explicate the particularly subtle strategies children begin to
display, she also sets her findings within a timely overview and
analysis of the existent conversation analytic work on early
socialisation."—Michael Forrester, University of Kent, UK"In this
book, Sara Keel illuminates the interactional competencies of
two-year-old children. The detailed analysis shows - in pursuing
parent responses to their assessments - young children are attuned
to the negotiation of roles, the indexicality of rights and
responsibilities, and the contiguity of social practices. A
terrific read, not only for scholars in ethnomethodology and
conversation analysis, but for students, practitioners and
researchers of early childhood seeking to understand how
socialization is achieved in everyday interactions."— Amelia
Church, University of Melbourne, Australia"For anyone interested in
the detailed study of parent-child interaction, and how
socialization might be approached using the unique tools of
ethnomethodology and conversation analysis, this book has much to
offer. It provides an enlightening overview of scholarly thinking
on socialization, and grounds the concept in the concrete
particulars of children's everyday interactions."— Mardi Kidwell,
University of New Hampshire, USA"This book breaks new ground in the
examination of young children's embodied interactive, cognitive,
and linguistic competences. Its careful analysis demonstrates how
children aged 2-3 years act as agents to orchestrate and negotiate
co-operative engagement with parents during interaction within
assessment activities."— Marjorie Harness Goodwin, University of
California, Los Angeles, USA"This is the best book on child-parent
interaction I have ever read. In a most succinct and insightful
way, Sara Keel surveys the major social-scientific approaches to
'socialization', and with consummate conceptual acuity shows how
ethnomethodology and conversation analysis radically respecify
those approaches-not least in recasting the analytic conception of
the child. Using detailed empirical analyses of audiovisual
recordings of child-parent interactions, she presents new findings
concerning, for instance, the participants' methodical practices
concerning preference organization in children's interactions with
parents."— Rod Watson, Dept. Sciences Economiques et
Sociales,Telecom ParisTech"Keel’s book is living proof that there
is work to be done in renewing and rethinking established concepts
in social sciences, by taking both an interactional and a user’s
(in this case, a child’s) perspective. The way in which Keel
performs such work on the concept of socialization is impressively
well done. By analysing collections, she was able to describe
systematic, recurrent patterns of interactions in a meaningful way,
mean-ingful to both the field of social interaction and the field
of early childhood studies." - Martine Noordegraaf, Department of
Social Studies, Christian University for Applied Sciences (CHE),
The Netherlands, Discourse Studies 19(3), 2017
|
Ask a Question About this Product More... |
|
