1,544
Views
17
CrossRef citations to date
0
Altmetric
Articles

Argumentation in preschool: a common ground for collaborative learning in early childhood

References

  • Andriessen, J. 2008. “Arguing to learn.” In Handbook of the learning sciences, edited by K. Sawyer, 79–96. Cambridge: Cambridge University Press.
  • Antaki, C. 1994. Explaining and Arguing: The Social Organization of Accounts. London: Sage.
  • Aronsson, K., and M. Thorell. 2002. “Adult–Child Talk and Reaccentuation in Children’s Play.” In Talking with Adults: The Contribution of Multi-Party Talk to Language Development, edited by S. Blum-Kulka and C. Snow, 277–295. Mahwah: Lawrence Erlbaum.
  • Aukrust, V. G. 2001. “Talk-focused Talk in Preschools – Culturally Formed Socialization for Talk?” First Language 21: 57–82. doi: 10.1177/014272370102106103
  • Benos, D. J., E. Bashari, J. M. Chaves, A. Gaggar, N. Kapoor, M. LaFrance, R. Mans, et al. 2007. “The Ups and Downs of Peer Review.” AJP: Advances in Physiology Education 31: 145–152.
  • Blum-Kulka, S., D. Huck-Taglicht, and H. Avni. 2004. “The Social and Discursive Spectrum of Peer Talk, Special issue.” Discourse Studies 6 (3): 307–328. doi: 10.1177/1461445604044291
  • Blum-Kulka, S., and C. Snow, eds. 2002. Talking with Adults: The Contribution of Multi-party Talk to Language Development. Mahwah: Lawrence Erlbaum.
  • Boggs, S. T. 1990. “The Role of Routines in the Evolution of Children’s Peer Talk.” In Conversational Organization and its Development, edited by B. Dorval, 101–131. Norwood: Ablex.
  • Cazden, C. 1988. Classroom Discourse: The Language of Teaching and Learning. Portsmouth: Heinemann.
  • Cekaite, A., and K. Aronsson. 2014. “Language Play, Peer Group Improvisations, and L2 Learning.” In Children’s Peer Talk: Learning from Each Other, edited by A. Cekaite, S. Blum-Kulka, V. Gröver, and E. Teubal, 194–213. Cambridge: Cambridge University Press.
  • Cekaite, A., S. Blum-Kulka, V. Gröver, and E. Teubal. 2014. “Children’s Peer Talk and Learning: Uniting Discursive, Social and Cultural Facets of Peer Interactions. Editor’s Introduction.” In Children’s Peer Talk: Learning from Each Other, edited by A. Cekaite, S. Blum-Kulka, V. Gröver, and E. Teubal, 3–20. Cambridge: Cambridge University Press.
  • Corsaro, W. A. 1985. Friendship and Peer Culture in the Early Years. Norwood: Ablex.
  • Corsaro, W. A. 1988. “Routines in the Peer Culture of American and Italian Nursery School Children.” Sociology of Education 61: 1–14. doi: 10.2307/2112305
  • Corsaro, W. A. 1994. “Discussion, Debate, and Friendship Processes: Peer Discourse in U.S. and Italian Nursery Schools.” Sociology of Education 67: 1–26. doi: 10.2307/2112747
  • Corsaro, W. A., and D. W. Maynard. 1996. “Format Tying in Discussion and Argumentation among Italian and American Children.” In Social Interaction, Social Context, and Language: Essays in Honor of Susan Ervin-Tripp, edited by D. I. Slobin, J. Gerhardt, A. Kyratzis, and J. Guo, 157–174. Mahwah: Erlbaum.
  • Corsaro, W. A., and T. Rizzo. 1990. “Disputes in the Peer Culture of American and Italian Nursery School Children.” In Conflict Talk: Sociolinguistic Investigations of Arguments in Conversation, edited by A. Grimshaw, 21–66. Cambridge: Cambridge University Press.
  • Damon, W. 1984. “Peer Education: The Untapped potential.” Journal of Applied Developmental Psychology 5: 331–343. doi: 10.1016/0193-3973(84)90006-6
  • Damon, W., and E. Phelps. 1989. “Strategic Uses of Peer Learning in Children's Education.” In Peer Relationships in Child Development, edited by T. Berndt and G. Ladd, 135–157. New York: Wiley.
  • Danby, S. J., and M. A. Theobald, eds. 2012. Disputes in Everyday Life: Social and Moral Orders of Children and Young People. Sociological Studies of Children and Youth Special Volume, 15. New York: Emerald.
  • De Fina, A. 1997. “An Analysis of Spanish Bien as a Marker of Classroom Management in Teacher-student Interaction.” Journal of Pragmatics 28: 337–354. doi: 10.1016/S0378-2166(97)00003-9
  • Dorval, B., and C. O. Eckerman. 1984. “Developmental Trends in the Quality of Conversation Achieved by Small Groups of Acquainted Peers.” Monographs of the Society for Research in Child Development 49 (206): 1–91. doi: 10.2307/1165872
  • Eisenberg, A. R., and C. Garvey. 1981. “Children’s Use of Verbal Strategies in Resolving Conflicts.” Discourse Processes 4 (2): 149–170. doi: 10.1080/01638538109544512
  • Fasulo, A., V. Liberati, and C. Pontecorvo. 2002. “Language Games in the Strict Sense of the Term: Children’s Poetics and Conversation.” In Talking with Adults: The Contribution of Multi-party Talk to Language Development, edited by S. Blum-Kulka and C. Snow, 209–241. Mahwah: Lawrence Erlbaum.
  • Garvey, C. 1984. Children’s Talk. London: Collins.
  • Garvey, C., and T. L. Kramer. 1989. “The Language of Social Pretend Play.” Developmental Review 9: 364–382. doi: 10.1016/0273-2297(89)90035-X
  • Girolametto, L., E. Weitzman, R. van Lieshout, and D. Duff. 2000. “Directiveness in Teachers’ Language Input to Toddlers and Preschoolers in Day Care.” Journal of Speech Language and Hearing Research 43 (5): 1101–1114. doi: 10.1044/jslhr.4305.1101
  • Gjems, L. 2013. “Teaching in ECE: Promoting Children's Language Learning and Cooperation on Knowledge Construction in Everyday Conversations in Kindergarten.” Teaching and Teacher Education 29: 39–45. doi: 10.1016/j.tate.2012.08.008
  • Göncü, A. 1993. “Development of Intersubjectivity in the Dyadic Play of Preschoolers.” Early Childhood Research Quarterly 8: 99–116. doi: 10.1016/S0885-2006(05)80100-0
  • Goodwin, C., and M. H. Goodwin. 1990. “Interstitial Argument.” In Conflict Talk, edited by A. Grimshaw, 85–117. Cambridge: Cambridge University Press.
  • Goodwin, M. H., and C. Goodwin. 1987. “Children’s Arguing.” In Language, Gender, and Sex in Comparative Perspective, edited by S. U. Philips, S. Steele, and C. Tanz, 200–248. Cambridge: Cambridge University Press.
  • Goodwin, M. H., and A. Kyratzis. 2007. “Children Socializing Children: Practices for Negotiating the Social Order Among Peers.” Research on Language and Social Interaction 40 (4): 279–289. doi: 10.1080/08351810701471260
  • Hamo, M., and S. Blum-Kulka. 2007. “Apprenticeship in Conversation and Culture: Emerging Sociability in Preschool Peer Talk.” In The Cambridge Handbook of Sociocultural Psychology, edited by J. Valsiner and A. Rosa, 423–444. Cambridge: Cambridge University Press.
  • Harper, L. V., and K. S. McCluskey. 2003. “Teacher–child and Child–child Interactions in Inclusive Preschool Settings: Do Adults Inhibit Peer Interactions?” Early Childhood Research Quarterly 18: 163–184. doi: 10.1016/S0885-2006(03)00025-5
  • Hasan, R. 2002a. “Semiotic Mediation and Mental Development in Pluralistic Societies: Some Implications for Tomorrow’s Schooling.” In Learning for life in the 21st century: Socio-cultural Perspectives on the Future of Education, edited by G. Wells and G. Claxton, 112–128. Oxford: Blackwell Publishers Ltd.
  • Hasan, R. 2002b. “Ways of Meaning, Ways of Learning: Code as an Explanatory Concept.” British Journal of Sociology of Education 23 (4): 537–548. doi: 10.1080/0142569022000038396
  • Hellermann, J. 2003. “The Interactive Work of Prosody in the IRF Exchange: Teacher Repetition in Feedback Moves.” Language in Society 32 (1): 79–104. doi: 10.1017/S0047404503321049
  • Howe, C., and N. Mercer. 2007. Children’s Social Development, Peer Interaction and Classroom Learning (Primary Review Research Survey 2/1b). Cambridge: University of Cambridge Faculty of Education.
  • Hutchby, I., and R. Wooffitt. 2008. Conversation Analysis. Cambridge: Polity Press.
  • Kyratzis, A. 2004. “Talk and Interaction Among Children and the Co-Construction of Peer Groups and Peer Culture.” Annual Review of Anthropology 33: 625–649. doi: 10.1146/annurev.anthro.33.070203.144008
  • Kyratzis, A. 2007. “Using the Social Organizational Affordances of Pretend Play in American Preschool Girls’ Interactions.” Research on Language and Social Interaction 40 (4): 321–352. doi: 10.1080/08351810701471310
  • Kyratzis, A. 2014. “Peer Interaction, Framing, and Literacy in Preschool Bilingual Pretend Play.” In Children’s Peer Talk: Learning from Each Other, edited by A. Cekaite, S. Blum-Kulka, V. Gröver, and E. Teubal, 129–148. Cambridge: Cambridge University Press.
  • Kyratzis, A., and J. Guo. 2001. “Preschool Girls’ and Boys’ Verbal Conflict Strategies in the US and China: Cross-Cultural and Contextual Considerations.” Research on Language and Social Interaction 3: 445–475.
  • Ladd, G. 2009. “Trends, Travails, and Turning Points in Early Research on Children’s Peer Relationships: Legacies and Lessons for our Time?” In Handbook of Peer Interactions, Relationships, and Groups, edited by K. H. Rubin, W. M. Bukowksi, and B. Laursen, 20–44. New York: Guilford.
  • Lee, Y. A. 2007. “Third Turn Position in Teacher Talk: Contingency and the Work of Teaching.” Journal of Pragmatics 39: 1204–1230. doi: 10.1016/j.pragma.2006.11.003
  • Leitão, S. 2000. “The Potential of Argument in Knowledge Building.” Human Development 43 (6): 332–360. doi: 10.1159/000022695
  • Lemke, J. L. 1990. Talking Science: Language, Learning, and Values. Norwood: Ablex.
  • Lin, A. M. Y. 2007. “What's the Use of “Triadic Dialogue”?: Activity Theory, Conversation Analysis, and Analysis of Pedagogical Practices.” Pedagogies: An International Journal 2 (2): 77–94. doi: 10.1080/15544800701343943
  • Massey, S. L. 2004. “Teacher-child Conversation in the Preschool Classroom.” Early Childhood Education Journal 31 (4): 227–231. doi: 10.1023/B:ECEJ.0000024113.69141.23
  • Mehan, H. 1979. Learning Lessons: Social Organizations in the Classroom. Cambridge, MA: Harvard University Press.
  • Mercer, N. 1995. The Guided Construction of Knowledge: Talk amongst Teachers and Learners. Clevedon: Multilingual Matters.
  • Mercer, N. 2000. Words and Minds: How we use Language to Think Together. London: Routledge.
  • Mercer, N., R. Wegerif, and I. Daves. 1999. “Children’s Talk and the Development of Reasoning in the Classroom.” British Educational Research Journal 25: 95–111. doi: 10.1080/0141192990250107
  • Merton, R. K., and E. Barber. 2004. The Travels and Adventures of Serendipity. A Study in Sociological Semantics and the Sociology of Science. Princeton: Princeton University Press.
  • Monaco, C., and C. Pontecorvo. 2014. “Explanatory Discourse and Historical Reasoning in Children's Talk: An Experience of Small Group Activity.” In Children’s Peer Talk: Learning from Each Other, edited by A. Cekaite, S. Blum-Kulka, V. Gröver, and E. Teubal, 87–106. Cambridge: Cambridge University Press.
  • Muller Mirza, N., and A. N. Perret-Clermont, eds. 2009. Argumentation and Education: Theoretical Foundations and Practices. Berlin: Springer.
  • Nassaji, H., and G. Wells. 2000. “What's the use of 'Triadic Dialogue'?: An Investigation of Teacher-student Interaction.” Applied Linguistics 21 (3): 376–406. doi: 10.1093/applin/21.3.376
  • Nelson, K. 2014. “What, when, and how do Children Learn from Talking with Peers?” In Children’s Peer Talk: Learning from Each Other, edited by A. Cekaite, S. Blum-Kulka, V. Gröver, and E. Teubal, 237–250. Cambridge: Cambridge University Press.
  • Nicolopoulou, A., C. Brockmeyer Cates,, A. de Sá, and H. Ilgaz. 2014. “Narrative Performance, Peer Group Culture, and Narrative Development in a Preschool Classroom.” In Children’s Peer Talk: Learning from Each Other, edited by A. Cekaite, S. Blum-Kulka, V. Gröver, and E. Teubal, 42–62. Cambridge: Cambridge University Press.
  • Ochs, E., C. Taylor, D. Rudolph, and R. Smith. 1992. “Storytelling as a Theory-building Activity.” Discourse Processes 15: 37–72. doi: 10.1080/01638539209544801
  • O’Connor, M. C., and S. Michaels. 1993. “Aligning Academic Task and Participation Status through Revoicing: Analysis of a Classroom Discourse Strategy.” Anthropology and Education Quarterly 24 (4): 318–335. doi: 10.1525/aeq.1993.24.4.04x0063k
  • van Oers, B., ed. 2012. Developmental Education for young children. Concept, Practice, and Implementation. International Perspectives on Early Childhood Education and Development 7. Dordrecht: Springer.
  • O’Keefe, D. J. 1977. “Two Concepts of Argument.” Journal of the American Forensic Association 3: 121–128.
  • Orsolini, M., and C. Pontecorvo. 1992. “Children’s Talk in Classroom Discussions.” Cognition and Instruction 9 (2): 113–136. doi: 10.1207/s1532690xci0902_2
  • Pellegrini, A. D. 1982. “A Speech Analysis of Preschoolers’ Dyadic Interaction.” Child Study Journal 12: 205–217.
  • Plantin, C. 2002. “Argumentation Studies and Discourse Analysis: The French Situation and Global Perspectives.” Discourse Studies 4 (3): 343–368. doi: 10.1177/14614456020040030501
  • Pontecorvo, C., and F. Arcidiacono. 2010. “Development of Reasoning Through Arguing in Young Children.” Cultural-Historical Psychology 4: 19–29.
  • Pontecorvo, C., and L. Sterponi. 2002. “Learning to Argue and Learning to Reason Through Discourse in Educational Settings.” In Learning for life in the 21st century, edited by Wells G. and G. Claxton, 127–141. Oxford: Blackwell.
  • Rogoff, B. 1990. Apprenticeship in Thinking: Cognitive Development in Social Context. New York: Oxford University Press.
  • Rojas-Drummond, S., N. Mercer, and R. Wegerif. 1999. “Language for the Social Construction of Knowledge: Comparing Classroom Talk in Mexican Preschools.” Language and Education 13 (2): 133–150. doi: 10.1080/09500789908666764
  • Rowland, R. C. 1987. “On Defining Argument Evaluation.” Philosophy and Rhetoric 20: 140–159.
  • Sawyer, K. 1997. Pretend Play as Improvisation: Conversation in the Preschool Classroom. Mahwah: Lawrence Erlbaum.
  • Schieffelin, B., and E. Ochs. eds. 1984. Language Socialization Across Cultures. Cambridge: Cambridge University Press.
  • Seedhouse, P. 2004. The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Malden, MA: Blackwell.
  • Sharpe, T. 2008. “How can Teacher Talk Support Learning?” Linguistics and Education 19 (2): 132–148. doi: 10.1016/j.linged.2008.05.001
  • Sinclair, J. M. H., and R. Coulthard. 1975. Towards an Analysis of Discourse: The English used by Teachers and Pupils. London: Oxford University Press.
  • Siraj-Blatchford, I., and L. Manni. 2008. “‘Would you Like to Tidy up Now?’ An Analysis of Adult Questioning in the English Foundation Stage.” Early Years 28 (1): 5–22. doi: 10.1080/09575140701842213
  • Stanton-Chapman, T. L., and D. S. Hadden. 2011. “Encouraging Peer Interactions in Preschool Classrooms: The Role of the Teacher.” Young Exceptional Children 14 (1): 17–28. doi: 10.1177/1096250610395458
  • Stein, N. L., and R. Bernas. 1999. “The Early Emergence of Argumentative Knowledge and Skill.” In Studies in Writing, Vol. 5: Foundations of Argumentative Text Processing, edited by Rijlaarsdam, G., E. Espéret, series, J. Andriessen, and P. Coirier. vol, 97–116. Amsterdam: University of Amsterdam Press.
  • Vardi-Rath, E., E. Teubal, H. Aillenberg, and T. Lewin. 2014. “‘Let's Pretend you're the Wolf!': The Literate Character of Pretend Play Discourse in the Wake of a Story.” In Children’s Peer Talk: Learning from Each Other, edited by A. Cekaite, S. Blum-Kulka, V. Gröver, and E. Teubal, 63–86. Cambridge: Cambridge University Press.
  • Walton, D. N. 1998. The New Dialectic: Conversational Contexts of Argument. Toronto: University of Toronto Press.
  • Wells, G. 1993. “Reevaluating the IRF Sequence: A Proposal for the Articulation of Theories of Activity and Discourse for the Analysis of Teaching and Learning in the Classroom.” Linguistics and Education 5 (1): 1–37. doi: 10.1016/S0898-5898(05)80001-4
  • Wells, G. 2007. “Semiotic Mediation, Dialogue and the Construction of Knowledge.” Logo 50 (5): 244–274.
  • Wells, G., and R. M. Arauz. 2006. “Dialogue in the Classroom.” Journal of the Learning Sciences 15 (3): 379–428. doi: 10.1207/s15327809jls1503_3
  • Yifat, R., and S. Zadunaisky-Ehrlich. 2008. “Teachers’ Talk in Preschools During Circle Time: The Case of Revoicing.” Journal of Research in Childhood Education 23 (2): 211–226. doi: 10.1080/02568540809594656
  • Zadunaisky-Ehrlich, S. 2011. “Argumentative Discourse of Kindergarten Children: Features of Peer Talk and Children-Teacher Talk.” Journal of Research in Childhood Education 25: 248–267. doi: 10.1080/02568543.2011.580040
  • Zadunaisky-Ehrlich, S., and S. Blum-Kulka. 2010. “Peer Talk as a 'Double Opportunity Space': The Case of Argumentative Discourse.” Discourse and Society 21 (2): 211–233. doi: 10.1177/0957926509353847
  • Zadunaisky-Ehrlich, S., and S. Blum-Kulka. 2014. “‘Now I said that Danny becomes Danny again': A Multifaceted View of Kindergarten Children's Peer Argumentative Discourse.” In Children’s Peer Talk: Learning from Each Other, edited by A. Cekaite, S. Blum-Kulka, V. Gröver, and E. Teubal, 23–41. Cambridge: Cambridge University Press.

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.