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> en-US <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> (Asta Cekaite and Maryanne Theobald) (Ailsa Parkin) Thu, 09 Dec 2021 01:03:33 +0000 OJS 60 ‘Now it was meal’ <p>The overall aim of the present paper is to analyse and explore what frames a pretend play event as legal and recognizable to the participants, highlighting the children’s use of tense as an organizational device. The present video data are drawn from a single case study of two preschoolers’ interaction during a free play time event in a Swedish preschool. Influenced by ethnomethodological work on social actions, the analytical focus is on the participants’ methods of accomplishing and making sense of social activities. The use of tense proved to be the strongest contextualization cue to accomplish the switches between the ‘make believe’ and ‘the real’ domains, which demonstrated and organized what can and cannot be done in the pretend play scenario.</p> Polly Björk-Willén Copyright (c) 2021 Equinox Publishing Ltd. Thu, 09 Dec 2021 00:00:00 +0000 Embodied practice in a tidying up activity <p>This article explores how collaborative tidying up activities in a family are accomplished and negotiations take place among family members. Employing ethnomethodology and conversation analysis on collected video data, we focus on the directive/response sequence and the incumbency of the category of ‘family’, which engenders responsibilities for family members. We consequently elucidate how the children’s responses reveal invalidation of the directive when they were not entitled to do so in terms of the responsibility and materiality of objects. We also explore how participants make the materiality of objects accountable through their verbal and embodied conduct in the tidying up activity.</p> Ron Korenaga, Ippei Mori, Masafumi Sunaga, Satoru Ikegami, Tomoko Endo Copyright (c) 2021 Equinox Publishing Ltd. Thu, 09 Dec 2021 00:00:00 +0000 Differentiating status through the use of material and interactive resources in young siblings’ interaction <p>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.</p> Emi Morita Copyright (c) 2021 Equinox Publishing Ltd. Thu, 09 Dec 2021 00:00:00 +0000 ‘But I want to say “I means love you”’ <p style="margin-bottom: 0in; line-height: 100%;" align="justify">Family talk is a rich site for children’s language learning as well as navigating into cultural values, social roles and stances. This study examines a child’s stancetaking in language-focused interaction initiated by the parent, in order to understand children’s role in language learning as a social activity and in their own language socialization. Conversation analysis of audio-recorded child–parent conversations in family settings over eight months reveals the varied epistemic and affective stances that the child displayed towards language forms, cultural norms, the parents’ stances, and the language-focused activity itself. We show that the child changed over time to orient to a correctness norm as part of his socialization into the family’s beliefs and values regarding language. We argue that talk about language forms is deeply connected with participants’ stances towards language and cultural norms as well as toward others’ stances and actions, and that for a sound understanding of language learning as a social activity, detailed examinations of children’s and caregivers’ stancetaking in interaction are indispensable. </p> Hanh thi Nguyen, Minh Thi Thuy Nguyen Copyright (c) 2021 Equinox Publishing Ltd. Thu, 09 Dec 2021 00:00:00 +0000 Getting dressed as a social activity <p>Up to 25 per cent of children diagnosed with Autism Spectrum Disorder are classified as ‘nonverbal’. Building on interactional research on the communicative skills of Autistic children and of individuals who do not use speech, this article uses video data to examine the interactional competence of an Autistic bilingual Latino teenager who does not use speech to communicate. A comparison of multiple instances of the teenager’s getting-dressed routine shows that contrary to the clinical framing of this routine as individualized and efficiency-oriented, getting dressed can be a social achievement that relies on the collaboration of multiple social actors in community settings. While a core feature of an Autism diagnosis is social and communicative impairment, the analysis demonstrates that Autistic interaction is highly social and richly communicative as well as affectively engaged.</p> Erika Prado, Mary Bucholtz Copyright (c) 2021 Equinox Publishing Ltd. Thu, 09 Dec 2021 00:00:00 +0000