Early childhood educational centers (ECEC) are contexts where young children make their first contact with specific, culturally determined rules, practices, and values. Only a few studies have analyzed in-depth the practices through which the educators direct the children’s action and attention while they are performing routine educational activities. By means of detailed transcription of educators-children conversations and Conversation Analytic methodology, this work examines a set of videorecorded interactions collected in one Italian ECE center (“nido”), particularly focusing on the verbal and multimodal resources employed by ECEC teachers as they manage episodes, where the children diverge from an expected course of action. Analyses reveal that the educators employ a variety of multimodal resources to orchestrate the child’s attention and actions toward the desired course of activity, which open spaces where the child’s agency, however more or less strongly reprimanded, is admitted and negotiated.

Orchestrating children’s action: an in-depth multimodal analysis of child-educator interactions in one Italian early childhood education setting / Fatigante, M.; Antici, L.; Zucchermaglio, C.; Fantasia, V.; Alby, F.. - In: EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. - ISSN 0256-2928. - (2021). [10.1007/s10212-021-00548-y]

Orchestrating children’s action: an in-depth multimodal analysis of child-educator interactions in one Italian early childhood education setting

Fatigante M.
;
Antici L.;Zucchermaglio C.;Fantasia V.;Alby F.
2021

Abstract

Early childhood educational centers (ECEC) are contexts where young children make their first contact with specific, culturally determined rules, practices, and values. Only a few studies have analyzed in-depth the practices through which the educators direct the children’s action and attention while they are performing routine educational activities. By means of detailed transcription of educators-children conversations and Conversation Analytic methodology, this work examines a set of videorecorded interactions collected in one Italian ECE center (“nido”), particularly focusing on the verbal and multimodal resources employed by ECEC teachers as they manage episodes, where the children diverge from an expected course of action. Analyses reveal that the educators employ a variety of multimodal resources to orchestrate the child’s attention and actions toward the desired course of activity, which open spaces where the child’s agency, however more or less strongly reprimanded, is admitted and negotiated.
2021
Conversation analysis; Directive sequences; ECE center; Italy; Multimodal interactions; Orchestration
01 Pubblicazione su rivista::01a Articolo in rivista
Orchestrating children’s action: an in-depth multimodal analysis of child-educator interactions in one Italian early childhood education setting / Fatigante, M.; Antici, L.; Zucchermaglio, C.; Fantasia, V.; Alby, F.. - In: EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. - ISSN 0256-2928. - (2021). [10.1007/s10212-021-00548-y]
File allegati a questo prodotto
Non ci sono file associati a questo prodotto.

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/1572653
 Attenzione

Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo

Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus 3
  • ???jsp.display-item.citation.isi??? 2
social impact