Play in adult-child interaction: Institutional multi-party interaction and pedagogical practice in a toddler classroom

Abstract

This paper considers the ways in which adults active participation in play has the potential to manage and manipulate participation frameworks in adult-child joint activities, drawing on a dataset of 150 hours of video-recorded, naturally occurring adult-child-group interactions from one Finnish early childhood education and care (ECEC) institution for children under the age of three. A total of 47 instances of multi-party make-believe play were located from the dataset and subjected to multimodal conversation analysis. The data-driven microanalysis revealed that adult role in play is more complex and multidimensional than prior research has shown. Playing can be understood as a shared communicative project, a form of mutual understanding, between adults and children. In adult-child interaction play has the capacity to simultaneously invoke two different institutional frames: that of playing and that of caring or educating (e.g., soothing or including). In a multi-party context, adults playful stance taking can serve different kinds of institutional tasks and balance asymmetries of participation among children and between adults and children. The results contribute to theoretical and pedagogical discussion of adult roles in children s play and facilitate early childhood .

formative assessment as systematic practice in higher basic education students

“…80% of students and 42% of teachers considered that the formative assessment shows the level of performance of the students; 7% and 50% reported that it is systematic and continuous; 8% and 13% deduced that the results were evaluated. As directed by a large percentage of respondents, it was interpreted that a large percentage of respondents are directed in a correct conceptualization of formative evaluation as directed (Rosales, 2014;Gillies & Boyle, 2008;Pursi, 2019), it is the one that is carried out during the development of the teaching-learning process to locate, the deficiencies when they are still in the possibility of remedying them and making the relevant decisions.…”

Calibrating joint attention and affective stances in young children's peer interactions

“…This practice allowed the children to shape social interaction and "share with their parents the noteworthiness of something that has just occurred or will occur in the immediate future" (2021: 58). The study attests to the importance of "co-experiencing as a driver for communication" in adult-child encounters (Fasulo et al, 2021: 61, see also Cekaite and Bj€ ork-Will en, 2018;Pursi, 2019). It also highlights that young children, when using marking initiations (that included announcements, assessments and noticings 3 ), repeatedly pursued a response if the response was not forthcoming, indicating thereby that children sought the acknowledgement of their perspective.…”

“…Participants can also respond with congruent aligning affect, sequentially co-constructing "a dialogic resonance" between their stances (Du Bois and K€ arkk€ ainen, 2012: 433). Co-experiencing through congruent affective stances is a fundamental element in various activities with children, e.g., joint play (Corsaro, 2020;Pursi, 2019), telling stories (Cekaite and Bj€ ork-Will en, 2018) or socializing children into expressing and responding to 'suprize' (Waring, 2021).…”

Responses to Children’s Crying : Emotion Socialization in a Swedish Preschool

“…Children's compassionate conduct as an interactionally manifested phenomenon is explored in several video-recording-based studies on compassion in educational settings (see Johansson, 2008Johansson, , 2017Lipponen, 2018;Pursi, 2019;. For instance, Johansson (2008Johansson ( , 2017, in her studies on children's morality and empathy in Swedish preschools, shows that young (1-3-year-old) children did occasionally approach a distressed peer, to caress them or give them a soothing object (see also Kidwell, 2013, on nursery children).…”