Extended Arguments in Children's Discourse

Abstract

In arguments produced by preschool children, structural forms which initiate, elaborate and terminate argument sequences are categorized, and age differences are discovered for initiating and elaborating pairs. A qualitative analysis of an argument by older interactants displays the function of structure in the emerging escalation and deescalation of the interaction. The conclusions suggest four dimensions of competence for children's arguments: reason giving, coherence, immediacy, and differentiation.