"Children are all looking at you": Child socialization, directive trajectories and affective stances in a Russian preschool

The Perks of Being Peripheral: English Learning and Participation in a Preschool Classroom Network of Practice

“…In the case of a pre‐kindergarten classroom, whether or not students are learning English as a new language, they are learning a new discourse—of school and schooling—and are involved in very explicit language socialization processes (cf. Cekaite, ; Moore, ). At circle time, for instance, students might be told to “sit criss‐cross applesauce, snowball hands in your lap” and to “raise a quiet hand and wait to be called on.” Throughout the day, they may be reminded that “we walk in school, not run,” and “we wait our turn.” And just as there are students who act as “oldtimers” in the classroom community of practice, there are students who are themselves socializers, using these kinds of language to remind their peers of the norms of the classroom.…”

Touch as social control: Haptic organization of attention in adult–child interactions

“…Importantly, as demonstrated, attention is not only the aim, but also a precondition for socialization, and normative practices for organizing attention stretch beyond infancy and the preschool years (cf. de León, 1998;Goodwin, 2006;Burdelski, 2010;Moore, 2013). In all, the interactional analysis of interpersonal touch shows how the situational conditions, social roles and relations inform and shape body behavior.…”

“…Such studies have examined the forms and functions of touch (usually in laboratory environments), suggesting that the communicative potentials of touch are contextualized by the multimodal, interactional situation. Interactional studies have only recently engaged in an investigation of the 'when', 'why' and 'how' of touch, demonstrating the interactional organization and socializing potentials of haptic actions (Burdelski, 2010;Cekaite, 2010;Tulbert & Goodwin, 2011;Käntää & Piirainen-Marsh, 2013;Moore, 2013).…”