Christina Davidson – författare

This book explores the distinct approaches of conversation analysis (CA) and cultural-historical theory to investigations of childhood storytelling with children aged 15 months to nine years. The authors draw on a rich set of data that depict children’s interactions with parents, teachers and peers as they talk together after having read stories, as they recount their experiences, as they enact stories through play, and as they participate in school activities in science and in literacy tasks. The book demonstrates the matters that concern CA and cultural-historical theory and explore in what ways comparisons can work to inform research design to understand how far the boundaries of approaches can be stretched, and the challenges in attempting to do so. In this process the authors focus on adding to knowledge about children’s rich interactional competencies and development as they tell stories, and on providing research-based evidence for parent, teacher and teacher educator practices.

This book explores the distinct approaches of conversation analysis (CA) and cultural-historical theory to investigations of childhood storytelling with children aged 15 months to nine years. The authors draw on a rich set of data that depict children’s interactions with parents, teachers and peers as they talk together after having read stories, as they recount their experiences, as they enact stories through play, and as they participate in school activities in science and in literacy tasks. The book demonstrates the matters that concern CA and cultural-historical theory and explore in what ways comparisons can work to inform research design to understand how far the boundaries of approaches can be stretched, and the challenges in attempting to do so. In this process the authors focus on adding to knowledge about children’s rich interactional competencies and development as they tell stories, and on providing research-based evidence for parent, teacher and teacher educator practices.

This book explores the distinct approaches of conversation analysis (CA) and cultural-historical theory to investigations of childhood storytelling with children aged 15 months to nine years. The authors draw on a rich set of data that depict children’s interactions with parents, teachers and peers as they talk together after having read stories, as they recount their experiences, as they enact stories through play, and as they participate in school activities in science and in literacy tasks. The book demonstrates the matters that concern CA and cultural-historical theory and explore in what ways comparisons can work to inform research design to understand how far the boundaries of approaches can be stretched, and the challenges in attempting to do so. In this process the authors focus on adding to knowledge about children’s rich interactional competencies and development as they tell stories, and on providing research-based evidence for parent, teacher and teacher educator practices.

This book highlights the multiple ways that digital technologies are being used in everyday contexts at home and school, in communities, and across diverse activities, from play to web searching, to talking to family members who are far away. The book helps readers understand the diverse practices employed as children make connections with digital technologies in their everyday experiences. In addition, the book employs a framework that helps readers easily access major themes at a glance, and also showcases the diversity of ideas and theorisations that underpin the respective chapters. In this way, each chapter stands alone in making a specific contribution and, at the same time, makes explicit its connections to the broader themes of digital technologies in children’s everyday lives. The concept of digital childhood presented here goes beyond a sociological reading of the everyday lives of children and their families, and reflects the various contexts in which children engage, such as preschools and childcare centres.

This book highlights the multiple ways that digital technologies are being used in everyday contexts at home and school, in communities, and across diverse activities, from play to web searching, to talking to family members who are far away. The book helps readers understand the diverse practices employed as children make connections with digital technologies in their everyday experiences. In addition, the book employs a framework that helps readers easily access major themes at a glance, and also showcases the diversity of ideas and theorisations that underpin the respective chapters. In this way, each chapter stands alone in making a specific contribution and, at the same time, makes explicit its connections to the broader themes of digital technologies in children’s everyday lives. The concept of digital childhood presented here goes beyond a sociological reading of the everyday lives of children and their families, and reflects the various contexts in which children engage, such as preschools and childcare centres.

This book brings together a collection of chapters from international researchers who give prominence to classroom talk and interaction beyond its taken-for-grantedness in pedagogical practice, and everyday happeningness in lessons. Drawing on a range of methodological and analytic paradigms, the chapters aim to draw together various perspectives on the matter to foreground its purposes, power and position as both a pedagogical practice and a pedagogical tool for student learning and participation. Empirically, the chapters direct timely attention to: the nature of classroom talk as it is understood by decades of research; the ways talk and interaction form dialogic approaches to instruction; the way talk and interaction act as critical tools in effective literacy teaching and learning; how pedagogical talk is constituted as a practice as it shapes and is shaped by the sites, histories and circumstances in which it happens; and how teachers change talk and interaction practices in ways that accomplish and secure sustainable education development.This book argues for a dialogic turn, with a sensibility to dialogue and its role in effective pedagogical practice. It directs readers to the nature of the everyday encounters in classroom literacy lessons by focusing on the nature and influence of classroom talk and how it works—and what it affords—in the everyday unfolding of teaching and learning in its endeavor to secure ‘education’ for students.

This book brings together a collection of chapters from international researchers who give prominence to classroom talk and interaction beyond its taken-for-grantedness in pedagogical practice, and everyday happeningness in lessons. Drawing on a range of methodological and analytic paradigms, the chapters aim to draw together various perspectives on the matter to foreground its purposes, power and position as both a pedagogical practice and a pedagogical tool for student learning and participation. Empirically, the chapters direct timely attention to: the nature of classroom talk as it is understood by decades of research; the ways talk and interaction form dialogic approaches to instruction; the way talk and interaction act as critical tools in effective literacy teaching and learning; how pedagogical talk is constituted as a practice as it shapes and is shaped by the sites, histories and circumstances in which it happens; and how teachers change talk and interaction practices in ways that accomplish and secure sustainable education development.This book argues for a dialogic turn, with a sensibility to dialogue and its role in effective pedagogical practice. It directs readers to the nature of the everyday encounters in classroom literacy lessons by focusing on the nature and influence of classroom talk and how it works—and what it affords—in the everyday unfolding of teaching and learning in its endeavor to secure ‘education’ for students.