Positioning in relationships between parents and early years practitioners

References

• Allen, G. (2011). Early intervention: The next steps. An Independent Report to Her Majesty's Government. London: HM Government.
   Google Scholar
• Antaki, C., & Wetherell, M. (1999). Show concessions. Discourse Studies, 1(1), 7–27. doi: 10.1177/1461445699001001002
   Google Scholar
• Athey, C. (1991). Extending thought in young children: A parent-teacher partnership. London: Sage.
   Google Scholar
• Bastiani, J. (2003). Materials for schools. Involving parents, raising achievements. London: DfES Publications. Retrieved from http://dera.ioe.ac.uk/9814/1/PICE-IPRA.pdf, ref: PICE/IPRA
   Google Scholar
• Bermudez, A. (2012). The discursive negotiation of cultural narratives and social identities in learning history. In M. Carretero & M. Asensio (Eds.), History teaching and national identities. International review of history education (Vol. 5). 203–219. Charlotte, CT: Information Age Publishers.
   Google Scholar
• Billig, M. (1989). The argumentative nature of holding strong views: A case study. European Journal of Social Psychology, 19, 203–223. doi: 10.1002/ejsp.2420190303
   Web of Science ®Google Scholar
• Billig, M. (2001). Discursive, rhetorical and ideological messages. In M. Wetherell, S. Taylor, & S. J. Yates (Eds.), Discourse theory and practice. A reader (pp. 210–222). London: Sage.
   Google Scholar
• Butler, T., & Hamnett, C. (2007). The geography of education: An introduction. Urban Studies: Special Issue on the Geography of Education, 44(7),116–1174. doi: 10.1080/00420980701329174
   Web of Science ®Google Scholar
• Cottle, M., & Alexander, E. (2014). Parent partnerships and ‘quality’ early years services: practitioners’ perspectives. European Early Childhood Education Research Journal, 22(5), 637–659. doi: 10.1080/1350293X.2013.788314
   Web of Science ®Google Scholar
• Department for Education and Science. (1967). Children and their primary schools. A report of the Central Advisory Council for Education (England) (Plowden Report). London: HMSO.
   Google Scholar
• DfE. (2014). Statutory framework for the early years foundation stage. Setting the standards for learning, development and care for children from birth to five. Reference: DFE-00337-2014. Retrieved from https://www.education.gov.uk
   Google Scholar
• Duncan, S. (2005). Mothering, class and rationality. Sociological Review, 53(2), 50–76. doi: 10.1111/j.1467-954X.2005.00503.x
   Web of Science ®Google Scholar
• Easen, P. P., Kendall, P., & Shaw, J. (1992). Parents and educators: Dialogue and developing through partnership. Children and Society, 6(4), 282–296. doi: 10.1111/j.1099-0860.1992.tb00395.x
   Google Scholar
• Ebbeck, M., & Yim, H. Y. B. (2009). Rethinking attachment: Fostering positive relationships between infants, toddlers and their primary caregivers. Early Child Development and Care, 179(7), 899–909. doi: 10.1080/03004430701567934
   Google Scholar
• Edwards, D. (1997). Discourse and cognition. London: Sage.
   Google Scholar
• Edwards, D. (2000). Extreme case formulations: Softeners, investment, and doing nonliteral. Research on Language and Social Interaction, 33(4), 347–373. doi: 10.1207/S15327973RLSI3304_01
   Web of Science ®Google Scholar
• Elfer, P., & Dearnley, K. (2007). Nurseries and emotional well-being, early years. An International Journal of Research and Development, 27(3), 267–280.
   Google Scholar
• Eriksson Barajas, K., & Aronsson, K. (2009). Avid versus struggling readers: Co-construed pupil identities in school booktalk. Language & Literature, 18(3), 281–299. doi: 10.1177/0963947009105854
   Web of Science ®Google Scholar
• Grady, J. S., Ale, C. M., & Morris, T. L. (2012). A naturalistive observation of social behaviours during preschool drop-off. Early Child Development and Care, 182(12), 1683–1694. doi: 10.1080/03004430.2011.649266
   Google Scholar
• Grogan, K. E. (2012). Parents’ choice of pre-kindergarten: The interaction of parent, child and contextual factors. Early Child Development and Care, 182(10), 1265–1287. doi:10.1080/03004430.2011.608127
   Google Scholar
• Hadley, F. (2012). Early childhood staff and families’ perceptions: Diverse views about important experiences for children aged 3–5 years in early childhood settings. Contemporary Issues in Early Childhood, 13(1), 38–49. doi: 10.2304/ciec.2012.13.1.38
   Google Scholar
• Harre, R., & Davies, B. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20, 43–63. doi: 10.1111/j.1468-5914.1990.tb00174.x
   Web of Science ®Google Scholar
• Harre, R., & Moghaddam, F. M. (2008). Intrapersonal conflict. In F. M. Moghaddam, R. Harre, & L. Van Langenhove (Eds.), Positioning theory: Moral contexts of intentional action (pp. 65–78). Oxford: Blackwell.
   Google Scholar
• Harre, R., Moghaddam, F. M., Pilkerton Cairnie, T., Rothbart, D., & Sabat, S. R. (2009). Recent advances in positioning theory. Theory & Psychology, 19(1), 5–31. doi: 10.1177/0959354308101417
   Web of Science ®Google Scholar
• Harré, R., & Van Langenhove, L. (1991). Varieties of positioning. Journal for the Theory of Social Behavior, 21(4), 393–407. doi: 10.1111/j.1468-5914.1991.tb00203.x
   Web of Science ®Google Scholar
• Haste, H. (2014). Culture, tools and subjectivity: The (re) construction of self. In T. Magioglou (Ed.), Culture and political psychology (pp. 27–48). Charlotte, NC: Information Age Publishers.
   Google Scholar
• Hepburn, A., & Potter, J. (2011). Threats: Power, family mealtimes, and social influence. British Journal of Social Psychology, 50(Part 1), 99–120. doi: 10.1348/014466610X500791
   PubMed Web of Science ®Google Scholar
• Jefferson, G. (1985). An exercise in the transcription and analysis of laughter. In T. A. van Dijk (Ed.), Handbook of discourse analysis. Discourse and dialogue (Vol. 3, pp. 25–34). London: Academic Press.
   Google Scholar
• Kennedy Reedy, C., & Hobbins McGrath, W. (2010). Can you hear me now? Staff–parent communication in child care centres. Early Child Development and Care, 180(3), 347–357. doi:10.1080/03004430801908418
   Google Scholar
• Kitzinger, J. (1994). The methodology of focus groups: The importance of interaction between participants. Sociology of Health and Illness, 16(1), 103–121. doi: 10.1111/1467-9566.ep11347023
   Web of Science ®Google Scholar
• Kochanska, G., & Kim, S. (2012). Early attachment organization with both parents and future behavior problems: From infancy to middle childhood. Child Development, 84(1), 283–296. doi: 10.1111/j.1467-8624.2012.01852.x
   PubMed Web of Science ®Google Scholar
• Martsin, M. (2010). Identity in dialogue. Identity as hyper-generalised personal sense. Theory & Psychology, 20(3), 436–450. doi: 10.1177/0959354310363513
   Web of Science ®Google Scholar
• McKie, L.,Bowlby, S., & Gregory, S. (2001). Gedner, caring and employment in Britain. Journal of Social Policy, 30(2), 233–254. doi: 10.1017/S0047279401006262
   Web of Science ®Google Scholar
• Morrow, G., & Malin, N. (2004). Parents and professionals working together: Turning the rhetoric into reality. Early Years. An International Journal of Research and Development, 24(2),163–178. doi: 10.1080/0957514032000733019
   Google Scholar
• Nalls, A. M., Mullis, R. L., Cornille, T. A., Mullis, A. K., & Jeter, N. (2010). How can we reach reluctant parents in childcare programmes? Early Child Development and Care, 180(8), 1053–1064. doi: 10.1080/03004430902726040
   Google Scholar
• Nutbrown, C. (2012). Foundations for quality. The independent review of early education and childcare qualifications. Final report. Runcan: Department of Education. Retrieved from www.education.gov.uk/nutbrownreview
   Google Scholar
• Osgood, J. (2009). Childcare workforce reform in England and the ‘early years professional’: A critical discourse analysis. Journal of Education Policy, 24(6), 733–751. doi: 10.1080/02680930903244557
   Web of Science ®Google Scholar
• Osgood, J. (2012). Narratives from the nursery: Negotiating professional identities in early childhood. London: Routledge.
   Google Scholar
• Phoenix, A., & Woollett, A. (1991). Motherhood, social construction, politics and psychology. In A. Phoenix, A. Woollett, & E.Loyd (Eds.), Motherhood, meanings, practices and ideologies (pp. 13–28). London: Sage.
   Google Scholar
• Pomerantz, A. (1986). Extreme case formulations: A new way of legitimating claims. In G. Button, P. Dew, & J. Heritage (Eds.), Human studies. Interaction and language use (Special Issue), 9, 219–230.
   Google Scholar
• Potter, J. (1997). Discourse analysis as a way of analysing naturally occurring talk. In D. Silverman (Ed.), Qualitative research: Theory, method and practice (pp. 144–160). London: Sage.
   Google Scholar
• Sacks, H. (2001). Lecture 1: Rules of conversational sequence. In M. Wetherell, S. Taylor, & S. J. Yates (Eds.), Discourse, theory and practice. A reader (pp. 111–119). London: Sage.
   Google Scholar
• Sims-Schouten, W., & Riley, S. (2014). Employing a form of critical realist discourse analysis for identity research: An example from women's talk of motherhood, childcare and employment. In P. Edwards, J. O'Mahoney, & S. Vincent (Eds.), Studying organizations using critical realism (pp. 46–66). Oxford: Oxford University Press.
   Google Scholar
• Sims-Schouten, W., & Stittrich-Lyons, H. (2014). Talking the talk’: Practical and academic self-concepts of early years practitioners in England. Journal of Vocational Education & Training, 66(1), 39–55. doi: 10.1080/13636820.2013.867526
   Google Scholar
• Siraj-Blatchford, I. (2009). Quality teaching in the early years. In A. Anning, J. Cullen, & M. Fleer (Eds.), Early childhood education. Society and culture (pp. 147–157). London: Sage.
   Google Scholar
• Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R., & Bell, D. (2002). Researching effective pedagogy in the early years. Norwich: DfES, Queen's Printers.
   Google Scholar
• Speer, S. A., & Potter, J. (2000). The management of heterosxist talk: Conversational resources and prejudiced claims. Discourse & Society, 11(4), 543–572. doi: 10.1177/0957926500011004005
   Web of Science ®Google Scholar
• Spiteri, G., & Borg Xuereb, R. (2012). Going back to work after childbirth: Women's lived experiences. Journal of Reproductive and Infant Psychology, 30(2), 201–216. doi: 10.1080/02646838.2012.693153
   Web of Science ®Google Scholar
• Stewart, D. W., & Shamdasani, P. N. (1990). Focus groups: Theory & practice. Newbury Park, CA: Sage.
   Google Scholar
• Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2010). Early childhood matters. Evidence from the effective pre-school and primary education project. London and New York: Routledge.
   Google Scholar
• Sylva, K., Taggart, B., Siraj-Blatchford, I., Totsika, V., Ereky-Stevens, K., Gilden, R., & Bell, D. (2007). Curricular quality and day-to-day learning activities in preschool. International Journal of Early Years Education, 15(1), 49–65. doi: 10.1080/09669760601106968
   Google Scholar
• Vincent, C., & Ball, S. J. (2006). Childcare, choice and class practices. London: Routledge.
   Google Scholar
• Wetherell, M. (1998). Positioning and interpretative repertoires: Conversation analysis and post-structuralism in dialogue. Discourse & Society, 9(3), 387–412. doi: 10.1177/0957926598009003005
   Web of Science ®Google Scholar
• Whalley, M. (2007). Involving parents in their children's learning (2nd ed.). London: Paul Chapman.
   Google Scholar
• Whalley, M., & Pen Green Early Years Centre. (1997). Working with parents (child care topic books). Abingdon, Oxon: Hodder Education.
   Google Scholar