261
Views
17
CrossRef citations to date
0
Altmetric
Original Articles

Conversational asymmetry and the child's perspective in developmental and educational research

Pages 201-215 | Published online: 22 Jan 2007

References

  • Adler , PA and Adler , P . (1996) . Parent‐as‐researcher: The politics of researching in the personal life . Qualitative Sociology , 19 : 35 – 58 .
  • Angelides , P . (2001) . The development of an efficient technique for collecting and analysing qualitative data: The analysis of critical incidents . International Journal of Qualitative Studies in Education , 14 : 429 – 442 .
  • Brown A Campione J (1994) Guided discovery in a community of learners In K. McGilly (Ed.) Classroom lessons: Integrating cognitive theory with classroom practice (pp. 229–270) Cambridge, MA: MIT Press
  • Commissie Seksueel Misbruik van Jeugdigen (1994) Handelen bij vermoeden van seksueel misbruik van kinderen en jeugdigen [Acting upon allegations of sexual abuse of children and adolescents] Assen, The Netherlands: Van Gorcum/Dekker & Van de Vegt.
  • De Abreu G (2002) Towards a cultural psychology perspective on transitions between contexts of mathematical practices In G. de Abreu, A. Bishop, & N Presmeg (Eds.) Transitions between contexts of mathematical practices (pp. 173–192) Dordrecht, The Netherlands: Kluwer
  • De Winter M (1997) Children as fellow citizens: Participation and commitment Oxford: Radcliffe
  • Edwards D Mercer N (1987) Common knowledge: The development of understanding in the classroom London: Routledge
  • Elbers E (1986) Children's theories and developmental theory In P. van Geert (Ed.) Theory building in developmental psychology pp. 365–403 Amsterdam: North Holland
  • Elbers , E . (1991) . The development of competence and its social context . Educational Psychology Review , 3 : 73 – 94 .
  • Elbers E (1994) Internalization and the child's contribution to development In A. Rosa & J. Valsiner (Eds.) Explorations in socio‐historical studies: Vol. 1. Historical and theoretical discourse (pp. 65–74) Madrid: Infancia y Aprendizaje
  • Elbers , E . (1996) . Citizenship in the making: Themes of citizenship in children's pretend play . Childhood , 3 : 499 – 514 .
  • Elbers , E and Kelderman , A . (1994) . Ground rules for testing: Expectations and misunderstandings in test situations . European Journal of Psychology of Education , 9 : 101 – 120 .
  • Elbers , E and Streefland , L . (2000a) . Collaborative learning and the construction of common knowledge . European Journal of Psychology of Education , 15 : 479 – 490 .
  • Elbers E Streefland L (2000b) ‘Shall we be researchers again?’ Identity and social interaction in a community of inquiry In H. Cowie & G. Van der Aalsvoort (Eds.) Social interaction in learning and instruction: The meaning of discourse for the construction of knowledge (pp. 35–51) Amsterdam: Pergamon
  • Grossen M Perret‐Clermont A‐N (1994) Psycho‐social perspective on cognitive development In W. De Graaf & R. Maier(Eds.) Sociogenesis reexamined (pp. 243–260) New York: Springer
  • Hausendorf H Quasthoff U (1996) Sprachentwicklung und Interaktion: Eine linguistische Studie zum Erwerb von Diskursfähigkeiten [Language development and interaction: A linguistic study on the acquisition of discursive skills] Opladen, Germany: Westdeutscher Verlag
  • Henkes H Van Balen A Stilma J (1989) Oogheelkunde [Ophthalmology] (4th ed., rev.). Utrecht, The Netherlands: Bohn, Scheltema & Holkema
  • Hirschfeld , L . (2002) . Why don't anthropologists like children? . American Anthropologist , 104 : 611 – 627 .
  • Hoppe‐Graf S (1989) Die Tagebuchaufzeichnung: Plädoyer für eine vergessene Form der Längsschnittbeobachtung [The diary note: Plea for a forgotten form of longitudinal observation] In H. Keller (Ed.) Handbuch der Kleinkindforschung [Handbook of research on young children] (pp. 233–251) Berlin: Springer
  • Jackson M (1987) Making sense of school In A. Pollard (Ed.) Children and their primary schools: A new perspective (pp. 74–87) London: Falmer Press
  • Jordan , B and Henderson , A . (1995) . Interaction analysis: Foundations and practice . The Journal of the Learning Sciences , 4 (1) : 39 – 103 .
  • Mäkitalo Å. (2002) Categorizing work: Knowing, arguing, and social dilemmas in vocational guidance Göteborg, Sweden: Acta Universitatis Gothoburgensis
  • Mey G (2003a) Qualitative Forschung: Überlegungen zur Forschungsgrammatik und Vorschläge zur Forschungspraxis im Themenfeld der frühen Kindheit [Qualitative research: Considerations on a research grammar and proposals for research practice in the field of early childhood] In H. Keller (Ed.) Handbuch der Kleinkindforschung [Handbook of research on young children] 3rd ed. rev., (pp. 709–750) Bern, Switzerland: Huber Verlag
  • Mey G (2003b) Zugänge zur kindlichen Perspektive: Methoden der Kindheitsforschung [Access to the child's perspective: Methods of research on childhood] In Das Online‐Familienhandbuch (The online family handbook]. Retrieved February 12, 2004 from http://www.familienhandbuch.de/cmain/f_Fachbeitrag/a_Kindheitsforschung/s_940.html
  • Mulder , M and Vrij , A . (1996) . Explaining conversational rules to children: An intervention study to facilitate children's accurate responses . Child Abuse and Neglect , 20 : 623 – 631 .
  • Piaget J (1971) The psychology of intelligence New York : Routledge and Kegan Paul
  • Piaget J Szeminska A (1941) La génese du nombre chez l'enfant [The child's conception of number] Neuchătel, Switzerland: Delăchaux et Niestlé
  • Pratt , C . (1988) . The child's conception of the conservation task . British Journal of Developmental Psychology , 6 : 157 – 167 .
  • Rogoff , B . (1994) . Developing understanding of the idea of communities of learners . Mind, Culture and Activity , 1 : 209 – 229 .
  • Rommetveit R (1978) On Piagetian cognitive operations, semantic competence and message structure in adult‐child communication In I. Markova (Ed.) The social context of language (pp. 113–150) Chichester, UK: Wiley
  • Rommetveit R (1979) On the architecture of intersubjectivity In R. Rommetveit & R. Blakar (Eds.) Studies of language, thought and verbal communication (pp. 93–107) London: Academic Press
  • Scardamalia M Bereiter C (1996) Adaptation and understanding: A case for new cultures of schooling In S. Vosniadou, E. de Corte, R. Glaser, & H. Mandl (Eds.) International perspectives on the design of technology supported learning environments (pp. 149–163) Mahwah, NJ: Lawrence Erlbaum
  • Streeck J (1983) Social order in communication Amsterdam: John Benjamins
  • Tizard B Hughes M (1984) Young children learning: Talking and thinking at home and at school London: Fontana
  • Van der Aalsvoort GM Harinck F (2000) Studying social interaction in instruction and learning: Methodological approaches and problems In H. Cowie G. & van der Aalsvoort (Eds.) Social interaction in learning and instruction: The meaning of discourse for the construction of knowledge (pp. 5–20) Amsterdam: Pergamon
  • Van der Sleen J (1998) Het horen van kinderen door de politie [Interviewing children by the police] In R. Bullens (Ed.) Getuigedeskundigen in zedenzaken [Expert testimony in cases of abuse] (pp. 11–17) Leiden, The Netherlands: DSWO Press
  • Vygotsky LS (1978) Mind in society: The development of higher psychological processes (M. Cole, V. John‐Steiner, S. Scribner, & E. Souberman Eds. & Trans.). Cambridge, MA: Harvard University Press
  • Wells G (1983) Talking with children: The complementary roles of parents and teachers In M. Donaldson, R. Grieve, & C. Pratt (Eds.) Early child development and education (pp. 127–150) Oxford: Blackwell

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.