Preschool children’s play and alignments in a bracketed framing of a music-technological breakdown
DOI:
https://doi.org/10.1558/rcsi.34012Keywords:
music technology, Goffman, breaking frame, footing, video analysisAbstract
Music technologies are becoming important in children's play in everyday life, but research on children's communication and interaction in such activities is still scarce. This study examines three children's social interaction in an 'experimental' activity in preschool, when the music technology breaks down. Detailed analysis is carried out by using a Goffmanian approach. The findings illustrate the children's interpretive framings of the adult's introduction and their orientation to the technological material in order to perform different alignments and how they change footings. The children's social interaction is organised according to the playful framing of the bracketed activity. This suggests the significance to pay attention to children's definitions of situations and to consider children's experiences of participation in popular media culture.
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Cekaite, A. & Aronsson, K. (2004). Repetition and joking in children’s second language conversations: Playful recyclings in an immersion classroom. Discourse Studies, 6(3), 373–392. https://doi.org/10.1177/1461445604044295
Collins, R. ([1988]1996). Theoretical continuities in Goffman’s work. In P. Drew & A. Wotton (eds), Erving Goffman: Exploring the interaction order (pp. 41–63). Cambridge: Polity Press.
Evaldsson, A.-C. & Svahn, J. (2017). Staging social aggression: Affective stances and moral character work in girls’ gossip telling. Research on Children and Social Interaction, 1(1), 77–104.
Goffman, E. (1961). Encounters: Two studies in the sociology of interaction. Indianapolis, IN: Bobbs-Merill.
Goffman, E. ([1974]1986). Frame Analysis: An essay on the organization of experience. New York: Harper & Row.
Goffman, E. (1981). Forms of talk. Oxford: Basil Blackwell.
Goffman, E. (1983a). The interaction order. American Sociological Review, 48, 1–17. https://doi.org/10.2307/2095141
Goffman, E. (1983b). Felicity’s condition. American Journal of Sociology, 89, 1–53. https://doi.org/10.1086/227833
Goodwin, C. & Goodwin, M. H. (1996). Formulating planes: Seeing as a situated activity. In D. Middleton & Y. Engestrom (eds), Cognition and communication at work (pp. 61–95). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139174077.004
Goodwin, M. H. (1990). He-said-she-said: Talk as social organization among black children. Bloomington, IN: Indiana University Press.
Goodwin, M. H. (1993). Accomplishing social organization in girls’ play: Patterns of competition and cooperation in an African-American working class girls’ group. In S. T. Hollis, L. Pershing & M. J. Young (eds), Feminist theory and the study of folklore (pp. 149–165). Urbana, IL: University of Illinois Press.
Goodwin, M. H. & Cekaite, A. (2013). Calibration in directive/response sequences in family interaction. Journal of Pragmatics, 46, 122–138. https://doi.org/10.1016/j.pragma.2012.07.008
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
Harwood, E. & March. K. (2012). Children’s ways of learning inside and outside the classroom. In G. E. McPerson & G. F. Welch (eds), The Oxford handbook of music education (pp. 322–340). New York: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199730810.013.0020
Heath, C., Hindmarsh, J. & Luff, P. (2010). Video in qualitative research: Analysing social interaction in everyday life. London: Sage. https://doi.org/10.4135/9781526435385
Hoyle, S. M. (1993). Participation frameworks in sportcasting play: Imaginary and literal footings. In D. Tannen (ed.), Framing in discourse (pp. 114–145). New York: Oxford University Press.
Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In G. Lerner (ed.), Conversation analysis: Studies from the first generation (pp. 13–31). Amsterdam: John Benjamins. https://doi.org/10.1075/pbns.125.02jef
Kullenberg, T. (2014). Signing and singing: Children in teaching dialogues. PhD thesis, University of Gothenburg, Sweden.
Kyratzis, A. (2007). Using the social organizational affordances of pretend play in American preschool girls’ interactions. Research on Language and Social Interaction, 40(4), 321–352. https://doi.org/10.1080/08351810701471310
Lagerlöf, P. (2015). Playing in between: Three preschoolers’ musical make-believe playing in the gap of a technological breakdown. Early Years, 35(3), 303–316. https://doi.org/10.1080/09575146.2015.1044501
Lagerlöf, P. (2016). Musical Play: Children interacting with and around music technology. PhD thesis, University of Gothenburg, Sweden.
Lantz-Andersson, A. (2009). Framing in educational practices: Learning activity, digital technology and the logic of situated action. PhD thesis, University of Gothenburg, Sweden.
Peterson, L. (2011). Values in play: Interactional life with the Sims. PhD thesis, University of Gothenburg, Sweden.
Pinch, T. (2010). The invisible technologies of Goffman’s sociology from merry-go-round to the internet. Technology and Culture, 51(2), 409–424. https://doi.org/10.1353/tech.0.0456
Smith, G. (2006). Erving Goffman. New York: Routledge. https://doi.org/10.4324/
9780203002346
Sparrman, A. (2005). Video recording as interaction: Participant observation of children’s everyday life. Qualitative Research in Psychology, 2(3), 241–255. https://doi.org/10.1191/1478088705qp041oa
Suthers, D. D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. Computer-Supported Collaborative Learning, 1(3), 315–337. https://doi.org/10.1007/s11412-006-9660-y
Published
2018-08-03
Issue
Section
Articles
How to Cite
Lagerlöf, P., & Peterson, L. (2018). Preschool children’s play and alignments in a bracketed framing of a music-technological breakdown. Research on Children and Social Interaction, 2(1), 120-142. https://doi.org/10.1558/rcsi.34012
