Research on Children and Social Interaction <p><em>Research on Children and Social Interaction</em> (RCSI) is an interdisciplinary international peer-reviewed journal that publishes high-quality research on the interactions of children and young people. The aim of RCSI is to advance the study of children’s social interaction as a topic in its own right, and to promote the use of interactional approaches to address a range of issues in the study of children and childhood. <a href="">Learn More</a>.</p> Equinox Publishing Ltd. en-US Research on Children and Social Interaction 2057-5807 <p>© Equinox Publishing Ltd.</p> <p>For information regarding our Open Access policy, <a title="Open access policy." href="Full%20details of our conditions related to copyright can be found by clicking here.">click here</a>.</p> Transcription notation Maryanne Theobald Asta Cekaite Copyright (c) 2020 Equinox Publishing Ltd. 2021-02-16 2021-02-16 4 2 10.1558/rcsi.18063 ‘I was just thinking’ <p>Based on a corpus of child mental health assessment meetings, this article explores how practitioners use reports on their own cognitive processing, such as I was just thinking or I’m just wondering, in interaction with children and adolescents presenting with potential mental health issues. Using the methods of conversation analysis, the findings reveal different ways in which this device is used to encourage the child to engage with a particular topic, interpretation, or version of events from the standpoint of subjective experience; in other words, to produce feelings-talk. The analysis contributes further towards the understanding of child–adult interaction in professional arenas of action: in this case child mental health assessments.</p> Ian Hutchby Michelle O’Reilly Alison Drewett Victoria Stafford Copyright (c) 2020 Equinox Publishing Ltd. 2021-02-16 2021-02-16 4 2 145–167 145–167 10.1558/rcsi.17650 Deontics at bedtime <p>Directive trajectories are common in parent–child talk as parents attempt to engage their children in household activities. Previous research on families with autistic children has reported that parents have difficulty engaging their children in household activities. The current study analyses the strategies a parent utilizes in negotiating an activity contract with their autistic child. The analyses show that the parent negotiates stances towards autonomy, category-membership-tied activities and social obligations, as well as used embodied conduct. The analyses also show how the child is sensitive to these strategies and actively participates in the directive trajectory. The findings show that both parent and child are active co-constructors of the social relationship in directive trajectories and that the child can strategically counter the variety of directive resources the parent uses.</p> Gates Henderson Copyright (c) 2021 Equinox Publishing Ltd. 2021-02-16 2021-02-16 4 2 168–191 168–191 10.1558/rcsi.12412 Asking for more <p>This paper addresses the ways in which teachers in whole-class discussions invite students to elaborate their previous turn. Our conversation analytic study uncovers that the teachers’ invitations are prompted by elicited as well as spontaneous student turns of both subjective and factual nature. While giving the students the space to expand on their previous turn, most invitations nevertheless steer towards a specific type of response, namely an account or explanation. Only incidentally, the invitations simply solicit a continuation. The fact that the invitations follow not only teacher-initiated, but also student-initiated contributions reflects the teachers’ attempts to foster an actual discussion framework in which they partly hand over control and in which the student contributions are taken up for further consideration.</p> Annerose Willemsen Myrte Gosen Tom Koole Kees de Glopper Copyright (c) 2021 Equinox Publishing Ltd. 2021-02-16 2021-02-16 4 2 192–216 192–216 10.1558/rcsi.12409 How primary school children address reading problems in dialogic reading <p>In dialogic reading during inquiry learning settings in primary school, pupils read, think and talk together about text fragments for answering their research questions. In this process, pupils may encounter reading problems, regarding word identification or meaning. Conversation analysis is used to demonstrate how these reading problems are collaboratively addressed. Word identification problems are mostly signalled implicitly during the genuine reading activity and are in most cases immediately corrected by the co-participant, to continue the reading activity as smooth as possible. Meaning problems are displayed more explicitly, by use of requests for information, that are explicit about the purpose, but not always explicitly addressed to the other participant. Therefore all participants, including the text in a principal role, can assist.</p> Maaike Pulles Jan Berenst Tom Koole Kees de Glopper Copyright (c) 2021 Equinox Publishing Ltd. 2021-02-16 2021-02-16 4 2 217–242 217–242 10.1558/rcsi.12411 Family displays in child–parent interaction <p>This article engages with the sociological concept of ‘display’, that is, the process by which families show that they are family. The article argues for the need to include considerations of how displays are done at the local interactional level. In conversations between children, parents, and an interactive app, this study identifies two distinct patterns regarding how children develop their answers to the question Who are the people in your family?: the nuclear family display and the family of choice display. Each pattern is characterized by both a specific content and specific interactional, structural properties. Such matches between content and structure show that how something is displayed, as revealed by minute details of interaction, form part of participants’ display work.</p> Stina Ericsson Copyright (c) 2021 Equinox Publishing Ltd. 2021-02-16 2021-02-16 4 2 243–266 243–266 10.1558/rcsi.12407 Children’s cooperation in a number activity in kindergarten <p>Norwegian kindergartens organize school-preparation activities for five- and six-year-old children. Prior studies have mainly focused on the distribution and content of preparatory activities, whereas there is less research about children’s perspectives and contributions. Video data was collected in a Norwegian kindergarten over a seven-month period, and the paper analyses how children cooperate and use verbal, non-verbal and material resources in an outdoor activity focused on numbers and counting. The children share knowledge about numbers and the rules of the activity, and they show strong willingness to include each other in the activity. The main implication for practice is that children at this age are in possession of quite advanced cooperative skills and capable of managing a number activity.</p> Tuva Schanke Copyright (c) 2021 Equinox Publishing Ltd. 2021-02-16 2021-02-16 4 2 267–291 267–291 10.1558/rcsi.12408 ‘You all go to check there’ <p>Previous studies of children’s directive use in peer interaction have paid attention to practices related to hierarchical relationships. This study demonstrates egalitarian directive use by Baka hunter–gatherer children engaged in giant rat hunting as a group activity. Self-selection and ‘you all do’ construction were identified as the ways they proceeded with this activity. These two egalitarian directives were not limited to specific persons with authority or power; rather, the children interacted with each other on an equal footing using these forms. Trajectories of action described the difficulties of being in an authoritative position in during activity. This study identified alternative ways to construct equal footing in children’s group activities.</p> Koji Sonoda Copyright (c) 2021 Equinox Publishing Ltd. 2021-02-16 2021-02-16 4 2 292–321 292–321 10.1558/rcsi.12410