Research on Children and Social Interaction https://journal.equinoxpub.com/RCSI <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="https://journal.equinoxpub.com/RCSI/about">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> Language and Social Interaction at Home and School by Letizia Caronia (ed.) https://journal.equinoxpub.com/RCSI/article/view/23201 <p>Language and Social Interaction at Home and School by Letizia Caronia (ed.) (John Benjamins, 2021)</p> Gillian Busch Copyright (c) 2022 Equinox Publishing Ltd. 2022-10-05 2022-10-05 6 1 131–135 131–135 10.1558/rcsi.23201 Initiating interactions in the toddler peer group https://journal.equinoxpub.com/RCSI/article/view/22739 <p>Two-year old children often express their understanding and intentions through embodied interactions as they co-produce social relationships. This article presents findings from an ethnomethodological study using conversation analysis to explore turn-taking in toddlers’ interactions in a preschool in Iceland. Here, we focus on how toddlers initiate interaction through touch and gaze. These findings demonstrate that toddlers are adept at reading social cues from their peers and are competent at turn-taking and repair in embodied interactions resulting in significant exchanges in the peer group. As such, this article contributes to a growing body of research that demonstrates toddler’s competencies in organizing their own social worlds through embodied strategies that co-construct peer relationships in competent ways.</p> Bryndis Gunnarsdottir Amanda Bateman Copyright (c) 2022 Equinox Publishing Ltd. 2022-10-05 2022-10-05 6 1 5–29 5–29 10.1558/rcsi.22739 Practices of peer inclusion https://journal.equinoxpub.com/RCSI/article/view/23286 <p style="font-weight: 400;">This paper explores children’s practices of social inclusion by focusing on their recruitment of peers into play activities. Utilizing data of naturally occurring interaction in Swedish and Japanese preschools, it details four episodes in which children deployed multimodal resources in recruiting peers to begin or join play. The analysis reveals how children can lay the groundwork for recruitments through pre-sequences aimed at securing peer attention and availability. It shows how, when faced with rejection, they can transform their recruitment strategies. The analysis also reveals how children collaborate in recruiting peers, and how they deploy certain strategies, such as the assignment of roles in ways that treat the peer as a willing participant. The findings are discussed in relation to peer inclusion as potentially having a reciprocal nature: in attempting to include someone, one also tries to be included in shared activity.</p> Matthew Burdelski Asta Cekaite Copyright (c) 2022 Equinox Publishing Ltd. 2022-10-05 2022-10-05 6 1 30–64 30–64 10.1558/rcsi.23286 Children’s co-construction of gender segregated spaces https://journal.equinoxpub.com/RCSI/article/view/22180 <p>This article aims to add to a growing body of work that applies an ethnomethodological framework to the study of children’s play and games, and also to the exploration of the use of gender categories in social organization practices. Video recordings of four-year-old children’s everyday play at an early childhood centre in New Zealand and primary school playground in mid-Wales, UK are analysed through detailed transcriptions using membership categorization analysis. The analysis reveals children’s explicit reference to gender categories as a resource for social organization practices, offering insight into the systematic ways in which children co-construct the inclusion and exclusion of their peers. Access to play spaces is mediated on gender bias, where reference to gender categories is made interactionally relevant and procedurally consequential by children in their play. As such, this article demonstrates how children collaboratively make rules that exclude and include peers from play spaces through making gender categories demonstrably interactionally relevant in their everyday play.</p> Amanda Bateman Copyright (c) 2022 Equinox Publishing Ltd. 2022-10-05 2022-10-05 6 1 65–81 65–81 10.1558/rcsi.22180 Primary schoolboys’ embodied relationships in the classroom https://journal.equinoxpub.com/RCSI/article/view/22540 <p>Interpersonal touch is crucial for establishing interpersonal bonds. Drawing on the framework of haptic sociality, this study explores the interactional emergence of embodied relationships among second-grade schoolboys as part of ongoing classroom activity. Focussing on forms of body-to-body behaviour that occur during classroom activities, we describe four different types of touch occurring between the boys – supporting, nudging, wrestling and grooming – and how they are collaboratively accomplished, how they change from one type to another, and how they are deployed as embodied negotiation withing a continuously unfolding embodied relationship. Complementing previous studies on embodied relationships among schoolgirls, our study focuses on the haptic social life of schoolboys.</p> Julia Katila Kreeta Niemi Copyright (c) 2022 Equinox Publishing Ltd. 2022-10-05 2022-10-05 6 1 82–107 82–107 10.1558/rcsi.22540 Indexing authority in the classroom https://journal.equinoxpub.com/RCSI/article/view/22075 <p>The paper explores children’s authoritative claims in the peer group, focusing on the practices through which children achieve a position of deontic and/or epistemic authority during peer conflict. Drawing from ethnographic research documented with video recordings in two primary schools in northern Italy, this study adopts a CA-informed approach to analyse 8- to 10-year-old children’s conflictual negotiations of authoritative positions in the group hierarchy. As the analysis illustrates, children mobilize institutional entities and strategically deploy knowledge to underpin their local claims of authority. In the discussion it is argued that such practices are relevant to children’s socialization into classroom expectations and to the local negotiation of valued identities in the peer group. These insights are also declined in relation to the dichotomy between social inclusion and exclusion.</p> Nicola Nasi Copyright (c) 2022 Equinox Publishing Ltd. 2022-10-05 2022-10-05 6 1 108–130 108–130 10.1558/rcsi.22075 Children’s embodied and linguistic organization of peer inclusion and exclusion https://journal.equinoxpub.com/RCSI/article/view/23312 Amanda Bateman Friederike Kern Copyright (c) 2022 Equinox Publishing Ltd. 2022-10-05 2022-10-05 6 1 1–4 1–4 10.1558/rcsi.23312