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> Children’s demands for parental action <p>Theory and research on parent–child interaction generally make a priori assumptions of asymmetry in authority between parent and child. Rather than investigating how children exercise autonomy by resisting parental authority, I examine their methods for exercising deontic authority in interaction with their parents. Using conversation analysis and drawing on Stevanovic and Peräkylä’s distinction between deontic status and stance, I analyse video-recorded naturally occurring interactions in which children issue demands to their parents, thus claiming a high deontic stance. Parents may choose to comply and reinforce the claim or not. Domains of deontic authority are (re)negotiated when children pursue compliance; though children can test the boundaries of their authority, parental responses reinforce them, reifying their own authority.</p> Catherine L. Tam Copyright (c) 2021 Equinox Publishing Ltd. 2021-08-31 2021-08-31 5 1 12–32 12–32 10.1558/rcsi.18054 ‘Two’s company, three’s a crowd’ <p>This paper examines how young children mobilize interactional resources to position peers as neither fully included nor fully excluded in a preschool classroom. A single case of a video recording of three preschool-aged girls was analysed using conversation analysis. Two girls restricted access to a third girl and positioned her on the periphery in peer activity. The third girl’s entry into the activity was restricted through the other two’s claims of object ownership, limited physical access to objects, multi-modal practices that diverted attention away from the coveted objects, and assessments and sanctions around engagement with an object. The recurrent attempts to keep out the third girl were undertaken through partitioning. Findings highlight how children protect dyadic relationships.</p> Sandy Houen Susan Danby Copyright (c) 2021 Equinox Publishing Ltd. 2021-08-31 2021-08-31 5 1 33–56 33–56 10.1558/rcsi.18175 Action bids in children with speech impairments <p>The paper illustrates a practice, which we have called ‘marking’, observed in play interactions between parents and children with Down syndrome (DS) aged 3–8 years. Markings are minimal turns that rely on prosody, embodied resources and indexicality to foreground events within an ongoing activity and convey a stance toward them. Markings can be both retrospective and prospective (i.e. referring to a just-occurred or an incipient event). As first pair parts, they are open action bids that prompt recipients to display their co-orientation towards the referent. Responses from parents (i.e. second markings) can take the form of repeats or expansions; after prospective marking the recipient can also add support to the incipient activity the child has marked. We discuss marking as the core constituent of a larger family of actions for ‘sharing noteworthiness’, but also as a designedly undetermined action bid with specific conversational uses for children and adults alike.</p> Alessandra Fasulo Iris Nomikou Joanna Nye Copyright (c) 2021 Equinox Publishing Ltd. 2021-08-31 2021-08-31 5 1 57–79 57–79 10.1558/rcsi.18065 ‘Awww, she is feeding you’ <p>Undertaking a video call with very young children can pose significant challenges, as children may wander away or fail to pay attention to the people on the screen. Previous studies have provided important insights into how adults try various strategies to engage young children in such video calls. Less attention has been paid, however, to the children’s perspective: how children orient themselves toward video-mediated communication technologies and the nature of these mediated interactions. Based on 56 recorded hours of naturally occurring video calls between migrant parents and the very young children (aged 8–36 months) they leave behind in China, this article examines how these children spontaneously display engagement and disengagement during a video call. This study highlights children’s interactional competence in engaging with the mediated format of interactions. Very young children can deploy various communicative resources that orient towards the affordance of video-mediated communication technology, such as manoeuvring the camera direction and initiating feeding and showing sequences. The analyses also illustrate that young children actively achieve disengagement in video calls through the artful use of language, body and the material world. These findings contribute to understanding children’s situated practices with digital technology in family communication, and how children are active interlocutors who guide the adults’ actions in moment-by-moment unfolding interactions.</p> Yumei Gan Copyright (c) 2021 Equinox Publishing Ltd. 2021-08-31 2021-08-31 5 1 80–102 80–102 10.1558/rcsi.18089 ‘What? Olaf is the taxi driver?’ <p>While children’s remarkable ability to co-construct spontaneous fantasy narratives in pretend play interaction has been noted, sequential organization embedded in the collaborative construction of narratives have received little research attention. Drawing on an ethnomethodological and conversation analysis perspective, the current study examines the sequential organization of pretend play narratives co-constructed in children’s play interaction. Close sequential analysis based on 30 hours of audio and video recordings reveals an array of resources and interactional practices used to construct and maintain the spontaneous narratives. Sequential analysis allows to observe sense-making procedures embedded in the way participating children respond to and develop the storyline. The paper concludes with a reflection on how real-world knowledge informs and regulates the co-constructional process of fantasy narratives.</p> Younhee Kim Yvonne Tse Crepaldi Copyright (c) 2021 Equinox Publishing Ltd. 2021-08-31 2021-08-31 5 1 103–128 103–128 10.1558/rcsi.18056 Investigating interactions from the children’s perspective Yumei Gan Susan Danby Copyright (c) 2021 Equinox Publishing Ltd. 2021-08-31 2021-08-31 5 1 1–11 1–11 10.1558/rcsi.20271