Differentiating status through the use of material and interactive resources in young siblings’ interaction
Keywords:sibling interaction, conflict in early development, multimodal analysis, play, mean
This study examines siblings’ interactions revolving around toys during free play. Observing the naturally occurring interaction between siblings, this study explores the ways in which older siblings attempt to establish differentiated status with younger siblings by assigning and displaying unequal valuations to contested objects in ways that highlight the different affordances of the object available for interaction between them. Often characterized by caretakers as instances ‘being mean’, for the child, what may be at issue in such interactions is that there is a local, endogenous ‘order’ that needs to be achieved and maintained by both by oneself and by other participants regarding one’s status as a sanctioned participant in play. Investigating such particular interactions between elder siblings and younger siblings at the pre-verbal or very early stages of language use, this study uses multimodal analysis reveals how such children organize the emerging interaction sequence to construct their social order, utilizing both the sequential organization of talk as well as the public manipulation of material resources.
Allen, R. (1995). ‘Don’t go on my property!’: A case study of transactions of user rights. Language in Society, 24, 349–372. https://doi.org/10.1017/S0047404500018790 DOI: https://doi.org/10.1017/S0047404500018790
Antaki, C., Condor, S. & Levine, M. (1996). Social identities in talk: Speakers’ own orientations. British Journal of Social Psychology, 35, 473–492. DOI: https://doi.org/10.1111/j.2044-8309.1996.tb01109.x
Bateman, A. (2011) huts and heartache: The affordance of playground huts for legal debate in early childhood social organisation. Journal of Pragmatics, 43, 3111–3121. https://doi.org/10.1016/j.pragma.2011.07.002 DOI: https://doi.org/10.1016/j.pragma.2011.07.002
Berentzen, S. (1984). Children Constructing their Social World: An Analysis of Gender Contrast in Children’s Interaction in a Nursery School. Bergen Occasional Papers in Social Anthropology, 36. Bergen, Norway: Department of Social Anthropology, University of Bergen.
Butler, C. W. (2008). Talk and Social Interaction in the Playground. Aldershot: Ashgate.
Cobb-Moore, C., Danby, S. & Farrell, A. (2009). Young children as rule makers. Journal of Pragmatics, 41, 1477–1492. https://doi.org/10.1016/j.pragma.2007.04.013 DOI: https://doi.org/10.1016/j.pragma.2007.04.013
Corsaro, W. A. & Maynard, D. W. (1996). Format tying in discussion and argumentation among Italian and American children. In D. I. Slobin, J. Gerhardt, A. Kyratzis & J. Guo (eds), Social Interaction, Social Context, and Language: Essays in Honor of Susan Ervin-Tripp (pp. 157–174). Mahwah, NJ: Lawrence Erlbaum Associates.
Danby, S. & Theobald, M. (2012). Disputes in Everyday Life: Social and Moral Orders of Children and Young People. Sociological Studies of Children and Youth, vol. 15. Bingley: Emerald Group Publishing. https://doi.org/10.1108/S1537-4661(2012)0000015004 DOI: https://doi.org/10.1108/S1537-4661(2012)0000015004
Dunn, J. (1989). Siblings and the development of social understanding in early childhood. In Zucow (ed.) Sibling Interaction across Cultures: Theoretical and Methodological Issues (pp.106–116). New York: Springer. https://doi.org/10.1007/978-1-4612-3536-1_6 DOI: https://doi.org/10.1007/978-1-4612-3536-1_6
Evaldsson, A.-C. & Karlsson, M. (2020). Protecting interactional spaces: Collusive alignments and territorial arrangements of two-against-one in girls’ play participation. Journal of Pragmatics 155, 163-176. https://doi.org/10.1016/j.pragma.2019.10.014 DOI: https://doi.org/10.1016/j.pragma.2019.10.014
Friedland, J. & Mahon, M. (2018). Sister talk: Investigating an older sibling’s responses to verbal challenges. Discourse Studies, 20(3), 340–360. https://doi.org/10.1177/1461445618754418 DOI: https://doi.org/10.1177/1461445618754418
Furman, W. & Buhrmester, D. (1985). Children’s perceptions of the qualities of sibling relationships. Child Development, 56, 448–461. https://doi.org/10.2307/1129733 DOI: https://doi.org/10.2307/1129733
Garfinkel, H. (1988). Evidence for the locally produced, naturally accountable phenomena of order, logic, reason, meaning, method, etc. in and as of the essential quiddity of immortal ordinary society (I of IV): An announcement of studies. Sociological Theory, 6, 103–109. https://doi.org/10.2307/201918 DOI: https://doi.org/10.2307/201918
Goffman, E. (1981). Footing. In E. Goffman (ed.), In Forms of Talk (pp. 124–159). Philadelphia, PA: University of Pennsylvania Press.
Goodwin, C. (2010). Things and their embodied environments. In L. Malfouris & C. Renfrew (eds), The Cognitive Life of Things (pp.103–120). Cambridge: MacDonald Institute for Archaeological Research.
Goodwin, M. H. (1990). He-Said-She-Said: Talk as Social Organization among Black Children. Bloomington, IN: Indiana University Press.
Goodwin, M. H. (2002). Building power asymmetries in girl’s interaction. Discourse & Society, 13(6), 715–730. https://doi.org/10.1177%2F0957926502013006752 DOI: https://doi.org/10.1177/0957926502013006752
Goodwin, M. H. (2017). Sibling sociality: Participation and apprenticeship across contexts. Research on Children and Social Interaction, 1(1), 4–29. https://doi.org/10.1558/rcsi.28317 DOI: https://doi.org/10.1558/rcsi.28317
Goodwin, M. H. & Cekaite, A. (2018). Embodied Family Choreography: Practices of Control, Care, and Mundane Creativity. New York: Routledge. https://doi.org/10.4324/9781315207773 DOI: https://doi.org/10.4324/9781315207773
Goodwin, M. H. & Kyratzis, A. (2007). Children socializing children: Practices for negotiating the social order among peers. Research on Language and Social Interaction, 40(4), 279–289. https://doi.org/10.1080/08351810701471260 DOI: https://doi.org/10.1080/08351810701471260
Goodwin, M. H. & Kyratzis, A. (2011). Peer language socialization. In A. Duranti, E. Ochs & B. Schieffelin (eds), The Handbook of Language Socialization (pp. 365–390). Malden, MA: Blackwell Publishing. https://doi.org/10.1002/9781444342901.ch16 DOI: https://doi.org/10.1002/9781444342901.ch16
Griswold, O. (2007). Achieving authority: Discursive practices in Russian girls’ pretend play. Research on Language and Social Interaction, 40(4), 291–319. https://doi.org/10.1080/08351810701471286 DOI: https://doi.org/10.1080/08351810701471286
Hester, S. & Eglin, P. (eds) (1997). Culture in Action: Studies in Membership Categorization Analysis. Boston, MA: International Institute for Ethnomethodology and Conversation Analysis and University Press of America.
Hester, S. & Hester, S. (2010). Conversational actions and category relations: An analysis of a children’s argument. Discourse Studies, 12, 33–48. https://doi.org/10.1177/1461445609347233 DOI: https://doi.org/10.1177/1461445609347233
Hester, S. & Hester, S. (2012). Category relations, omnirelevance, and children’s disputes. In S. Danby & M. Theobald (ed.), Disputes in Everyday Life: Social and Moral Orders of Children and Young People Sociological Studies of Children and Youth, volume 15 (pp. 1–25). Bingley: Emerald Group Publishing. https://doi.org/10.1108/S1537-4661(2012)0000015005 DOI: https://doi.org/10.1108/S1537-4661(2012)0000015005
Holm Kvist, M (2018) Children’s crying in play conflicts: A locus for moral and emotional socialization. Research on Children and Social Interaction, 2(2): 153–176. https://doi.org/10.1558/rcsi.37386 DOI: https://doi.org/10.1558/rcsi.37386
Howe, N., Rinaldi, C, Jennings, M. & Petrakos, H. (2002). ‘No! The lambs can stay out because they got cozies’: Constructive and destructive sibling conflict, pretend play, and social understanding. Child Development, 73(5), 1460–1473. https://doi.org/10.1111/1467-8624.00483 DOI: https://doi.org/10.1111/1467-8624.00483
Hutchby, I. & Moran-Ellis, J. (1998). Children and Social Competence: Arenas of Action. London: Falmer Press.
Kyratzis, A. (2004). Talk and interaction among children and the co-construction of peer groups and peer culture. Annual Review of Anthropology, 33, 625–649. https://doi.org/10.1146/annurev.anthro.33.070203.144008 DOI: https://doi.org/10.1146/annurev.anthro.33.070203.144008
Lerner, G. & Zimmerman, D. H. (2003). Action and the appearance of action in the conduct of very young children. In P. Glenn, C. D. LeBarron & J. Mandelbaum (eds), Studies in Language and Social Interaction (pp. 377–391). Mahwah, NJ: Laurence Erlbaum.
Maynard, D. (1986). Offering and soliciting collaboration in multi-party disputes among children (and other humans). Human Studies, 9, 261–286. https://doi.org/10.1007/BF00148131 DOI: https://doi.org/10.1007/BF00148131
Morita, E. (2015) ‘Say [x]’: A device for securing for conversational footing in the talk of very young children. Discourse Processes, 52(4), 290–310. https://doi.org/10.1080/0163853X.2014.955774 DOI: https://doi.org/10.1080/0163853X.2014.955774
Morita, E. (2018). The Interactiveness of ‘unilateral activity’ in child’s play. In D. Favareau (ed.), Co-operative Engagements in Interwined Semiosis: Essays in Honour of Charles Goodwin (pp. 326–334). Tartu, Estonia: University of Tartu Press.
Piaget, J. (1965). The Moral Judgment of the Child. London: Routledge & Kegan Paul.
Sacks, H. (1992). Lectures on Conversation, volume 1. Oxford: Blackwell.
Schegloff, E. (1997). Third turn repair. In G. R. Guy, C. Feagin, D. Schiffrin & J. Baugh (eds), Towards a Social Science of Language: Papers in Honor of William Labov, Volume 2: Social Interaction and Discourse Structures (pp. 31–40). Amsterdam: John Benjamins. https://doi.org/10.1075/cilt.128.05sch DOI: https://doi.org/10.1075/cilt.128.05sch
Speier, M. (1971). The everyday world of the child. In J. Douglas (ed.), Understanding Everyday Life (pp. 188–217). London: Routledge & Kegan Paul. https://doi.org/10.4324/9781351327329-8 DOI: https://doi.org/10.4324/9781351327329-8
Turbert, E. & Goodwin, M. H. (2011). Choreographies of attention: Multimodality in a routine family activity. In J. Streek, C. Goodwin & LeBaron (eds), Embodied Interaction: Language and Body in the Material World (pp. 79–92). Cambridge: Cambridge University Press.
Whalen, M. R. (1995) Working toward play: Complexity in children’s fantasy activities. Language in Society, 24, 315–348. https://doi.org/10.1017/S0047404500018789 DOI: https://doi.org/10.1017/S0047404500018789
Wooton, A. J. (1997) Interaction and the Development of Mind. Cambridge: Cambridge University Press.
Yamada, T. (2010). Kodomo/Otona de arukoto [Being a child/an adult]. In S. Kushida & H. Yoshii (eds), Esunomesodorogii o manabu hito no tameni [For People Who Study Ethnomethodology] (pp. 58–75). Kyoto: Sekaishisosha.
Zukow, P. G. (1989). Sibling Interaction across Cultures: Theoretical and Methodological Issues. New York: Springer-Verlag. https://doi.org/10.1007/978-1-4612-3536-1 DOI: https://doi.org/10.1007/978-1-4612-3536-1
How to Cite
© Equinox Publishing Ltd.
For information regarding our Open Access policy, click here.