How to engage: Kindergarteners telling on their peers and recruiting adults’ assistance
Eilittä, Tiina (2024-10-31)
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Sisältö avataan julkiseksi: 31.10.2026
Equinox publishing
31.10.2024
Eilittä, T. (2024). How to engage: Kindergarteners telling on their peers and recruiting adults’ assistance. Research on Children and Social Interaction, 8(1), 1-31. https://doi.org/10.1558/rcsi.27498
https://creativecommons.org/licenses/by-nc-nd/4.0/
© Equinox Publishing Ltd. Published under the terms of the Creative Commons CC BY-NC-ND licence.
https://creativecommons.org/licenses/by-nc-nd/4.0/
© Equinox Publishing Ltd. Published under the terms of the Creative Commons CC BY-NC-ND licence.
https://creativecommons.org/licenses/by-nc-nd/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202411076637
https://urn.fi/URN:NBN:fi:oulu-202411076637
Tiivistelmä
Abstract
This paper studies how children initiate telling-on sequences in kindergartens. The focus is on multimodal practices that children (6–7-year-olds) employ when engaging adults (teachers/caregivers) and peers in the telling-on sequences. The paper demonstrates how children utilise varying multimodal resources as well as display their moral stances in their telling-ons to recruit the adults’ intervention in the conflicts. The analyses also illustrate how the varying participation frameworks co-constructed by the participants have the potential to influence the organisation of the telling-ons and overall conflict resolution. The findings are based on video-recorded naturally occurring interactions in an English-speaking kindergarten in Finland. The data are analysed using the principles of multimodal conversation analysis.
This paper studies how children initiate telling-on sequences in kindergartens. The focus is on multimodal practices that children (6–7-year-olds) employ when engaging adults (teachers/caregivers) and peers in the telling-on sequences. The paper demonstrates how children utilise varying multimodal resources as well as display their moral stances in their telling-ons to recruit the adults’ intervention in the conflicts. The analyses also illustrate how the varying participation frameworks co-constructed by the participants have the potential to influence the organisation of the telling-ons and overall conflict resolution. The findings are based on video-recorded naturally occurring interactions in an English-speaking kindergarten in Finland. The data are analysed using the principles of multimodal conversation analysis.
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