A young child's use of multiple technologies in the social organisation of a pretend telephone conversation

Book chapter


Scriven, Brooke, Edwards-Groves, Christine and Davidson, Christina. (2018). A young child's use of multiple technologies in the social organisation of a pretend telephone conversation. In In Danby, Susan J., Fleer, Marilyn, Davidson, Christina and Hatzigianni, Maria (Ed.). Digital childhoods : Technologies and children's everyday lives pp. 267-284 Springer Nature Singapore. https://doi.org/10.1007/978-981-10-6484-5_17
AuthorsScriven, Brooke, Edwards-Groves, Christine and Davidson, Christina
EditorsDanby, Susan J., Fleer, Marilyn, Davidson, Christina and Hatzigianni, Maria
Abstract

This chapter contributes understandings of how a young child constructs her simultaneous use of multiple technologies so that her orientation to one occasions and informs her use of another. It illustrates the interplay between technologies as they are used by the child to socially organise and produce a pretend telephone call. Data are drawn from a video recording made by the child’s mother in their home. In the recording, the child views a Barbie™ YouTube video while simultaneously constructing a pretend telephone conversation with Barbie on a toy mobile phone. The sociological perspectives of ethnomethodology and conversation analysis are used to produce detailed descriptions of the child’s talk and embodied actions using the technologies. Analysis reveals how the interplay between technologies is developed in the child’s orientation, via gaze, gesture and talk, to each device. Discussion establishes that the child’s meaning-making of the video is integral to her construction of her telephone conversation. It highlights how the child displays interactional competencies and knowledge of how people interact over the phone to accomplish her social world.

Keywordstelephone conversation; multiple technologies; ethnomethodological conversation analysis; Marsh 3b; Schegloff
Page range267-284
Year2018
Book titleDigital childhoods : Technologies and children's everyday lives
PublisherSpringer Nature Singapore
Place of publicationSingapore
SeriesInternational perspectives on early childhood education and development ; volume 22
ISBN9789811064838
9789811064845
9789811338854
ISSN2468-8746
2468-8754
Digital Object Identifier (DOI)https://doi.org/10.1007/978-981-10-6484-5_17
Scopus EID2-s2.0-85083964940
Research or scholarlyResearch
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online2018
Publication process dates
Deposited09 Sep 2021
Permalink -

https://acuresearchbank.acu.edu.au/item/8wvz5/a-young-child-s-use-of-multiple-technologies-in-the-social-organisation-of-a-pretend-telephone-conversation

Restricted files

Publisher's version

  • 3
    total views
  • 0
    total downloads
  • 3
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Metatalk for dialogic turn in the first years of schooling
Edwards-Groves, Christine and Davidson, Christina. (2020). Metatalk for dialogic turn in the first years of schooling. In In Mercer, Neil, Wegerif, Rupert and Major, Louis (Ed.). The Routledge international handbook of research on dialogic education pp. 125-138 Routledge. https://doi.org/10.4324/9780429441677-12
Leading as shared transformative educational practice
Edwards-Groves, Christine, Wilkinson, Jane and Mahon, Kathleen. (2020). Leading as shared transformative educational practice. In In Mahon, Kathleen, Edwards-Groves, Christine, Francisco, Susanne, Kaukko, Mervi, Kemmis, Stephen and Petrie, Kirsten (Ed.). Pedagogy, education, and praxis in critical times pp. 117-140 Springer Nature Singapore. https://doi.org/10.1007/978-981-15-6926-5_6
Critical praxis for critical times
Petrie, Kirsten, Kemmis, Stephen and Edwards-Groves, Christine. (2020). Critical praxis for critical times. In Critical praxis for critical times pp. 163-178 Springer Nature Singapore. https://doi.org/10.1007/978-981-15-6926-5_8
Knowing pedagogical dialogues for learning : Establishing a repertoire of classroom interaction practices as core teaching practice
Edwards-Groves, Christine. (2018). Knowing pedagogical dialogues for learning : Establishing a repertoire of classroom interaction practices as core teaching practice. In In Weinberger, Yehudith (Ed.). Contemporary pedagogies in teacher education and development pp. 67-86 IntechOpen. https://doi.org/10.5772/intechopen.78968
Knowing pedagogical praxis in twenty-first century education
Edwards-Groves, Christine, Grootenboer, Peter and Smith, Tracey. (2018). Knowing pedagogical praxis in twenty-first century education. In In Edwards-Groves, Christine, Grootenboer, Peter and Wilkinson, Jane (Ed.). Education in an era of schooling : Critical perspectives of educational practice and action research. A Festschrift for Stephen Kemmis pp. 135-150 Springer. https://doi.org/10.1007/978-981-13-2053-8_10
Provoking a (re) newed frontier in theorising practice
Choy, Sarojni, Edwards-Groves, Christine and Grootenboer, Peter. (2017). Provoking a (re) newed frontier in theorising practice. In In Grootenboer, Peter, Edwards-Groves, Christine and Choy, Sarojni (Ed.). Practice theory perspectives on pedagogy and education : Praxis, diversity and contestation pp. 265-280 Springer Nature Singapore. https://doi.org/10.1007/978-981-10-3130-4_14
Learning spaces and practices for participation in primary school lessons : A focus on classroom interaction
Edwards-Groves, Christine and Grootenboer, Peter. (2017). Learning spaces and practices for participation in primary school lessons : A focus on classroom interaction. In In Mahon, Kathleen, Francisco, Susanne and Kemmis, Stephen (Ed.). Exploring education and professional practice : Through the lens of practice architectures pp. 31-47 Springer Science+Business Media Singapore. https://doi.org/10.1007/978-981-10-2219-7_2
Leading from the middle : A praxis-oriented practice
Grootenboer, Peter, Rönnerman, Karin and Edwards-Groves, Christine. (2017). Leading from the middle : A praxis-oriented practice. In In Grootenboer, Peter, Edwards-Groves, Christine and Choy, Sarojni (Ed.). Practice theory perspectives on pedagogy and education : Praxis, diversity and contestation pp. 243-263 Springer Nature Singapore. https://doi.org/10.1007/978-981-10-3130-4_13
Pedagogy Education Praxis Network (PEP) : International research program
Kemmis, Stephen, Rönnerman, Karin and Edwards-Groves, Christine. (2016). Pedagogy Education Praxis Network (PEP) : International research program. In In Rowell, Lonnie L., Bruce, Catherine D., Shosh, Joseph M. and Riel, Margaret M. (Ed.). The Palgrave international handbook of action research pp. 471-485 Palgrave Macmillan. https://doi.org/10.1057/978-1-137-40523-4_29