Children Socializing Children: Practices for Negotiating the Social Order Among Peers

The Handbook of Language Socialization

“…We have demonstrated that, within their own same-and near-age group communities, in neighborhoods, schoolyards, and separated areas of children's interaction, away from the influence of adults, children socialize one another. Gaskins, Miller, and Corsaro 1992) and as discussed in prior reviews (Cook-Gumperz and Kyratzis 2001; Goodwin and Kyratzis 2007;Kyratzis 2004), the studies reviewed here focus on how chlldren 'creatively use cultural resources' (Gaskins, Miller, and Corsaro 1992: 7) in building their own social worlds, ones that can be very different from the life worlds of adults. However, thls body of studies differs from other peer socialization research in giving special emphasis to (1) chlldren's agency in attending to and building local hlera;c11y and social organization; (2) the importance of examining moment-to-moment, embodied, and situated practices in sequences of interaction; and (3) the relevance of using ethnography to provide broader perspectives on the resources drawn upon by chlldren in moment-to-moment interactions.…”

“…Western-influenced notions of 'peer groups' have conceptualized children's groups as consisting of same-age peers who are not related to one another. However, many children's groups in neighborhoods and nonschool settings (Goodwin 1990;Thome 1993) in Western cultures, and in non-Western cultures in which older children spend large periods of the day caring for younger kin (de Leon 2007;Reynolds 2002;Rogoff 1981; see Goodwin and Kyratzis 2007 for a review), do not consist of same-age members or children unrelated to one another. We acknowledge that both 'peer groups' and 'sibling-kin groups' are important arenas where language socialization occurs, and include both in the scope of this chapter.…”

‘Cheaters and Stalkers’: Accusations in a classroom

“…Although there is increasing interest in studying children's morality more broadly (see chapter 2, also reviews by Goodwin & Kyratzis 2007; Tholander, 2002), children's moral practices constitute largely unexplored territory in classroom interaction research. Analyses based on video records allow drawing on ethnomethodological and sociocultural principles in order to capture the participants' perspectives, practices and orientations instead of applying preestablished, theory-based analytical categories.…”

“…Bateman, 2010;Butler, 2008;Cekaite, 2012;Cromdal, 2009;Church, 2009;Corsaro, & Molinari, 2008;Evaldsson, 2005;Goodwin, 2002;Goodwin & Kyratzis, 2007;Danby 1998;, Danby & Baker, 1998Hutchby 2002;Hutchby & Moran-Ellis, 1998;Minks 2008;Svahn, 2012;Theobald, 2009;Tholander, 2002;Wootton, 1986). Such research is found in a variety of disciplines, including sociocultural work, education anthropology and psychology, and usually involves qualitative detailed investigation of videotaped interactions of children in interpreting and making sense of their interactions with peers and adults.…”

Management of children’s offences in Vietnamese contexts: an analysis of children’s social competence

“…Peer interactions are used as an archetypal environment showing children's competence in self-constructing their worlds without the intervention of adults (Corsaro, 1985;Goodwin, 1990;Goodwin & Kyratzis, 2007;. Prior to this study, fewer studies had focused on the topic of children's competence within the context of adult-child interactions (cf.…”