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Children’s Knowledge-in-Interaction
Sparkling, Wrinkling, Softly Tinkling: On Poetry and Word Meaning in a Bilingual Primary Classroom
other
Author(s):
Rizwan-ul Huq
,
Katarina Eriksson Barajas
,
Jakob Cromdal
Publication date
(Online):
October 26 2016
Publisher:
Springer Singapore
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Gesture: Visible Action as Utterance
Adam Kendon
(2004)
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Hand and Mind: What Gestures Reveal about Thought
D. McNeill
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D . MCNEILL
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D McNEILL
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(1992)
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Stance, Alignment, and Affiliation During Storytelling: When Nodding Is a Token of Affiliation
Tanya Stivers
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Book Chapter
Publication date (Print):
2017
Publication date (Online):
October 26 2016
Pages
: 189-209
DOI:
10.1007/978-981-10-1703-2_11
SO-VID:
ab300181-bde7-4b95-acca-a11d11d99c56
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Self URI ( Book ):
http://link.springer.com/content/pdf/10.1007/978-981-10-1703-2.pdf
Self URI ( Book ):
http://link.springer.com/10.1007/978-981-10-1703-2
Self URI ( Book Chapter ):
http://link.springer.com/10.1007/978-981-10-1703-2_11
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Book chapters
pp. 1
Children’s Knowledge-in-Interaction: An Introduction
pp. 13
Epistemic Trajectories in the Classroom: How Children Respond in Informing Sequences
pp. 37
Questions and Answers, A Seesaw and Embodied Action: How a Preschool Teacher and Children Accomplish Educational Practice
pp. 57
Web Searching as a Context to Build on Young Children’s Displayed Knowledge
pp. 73
Mathematics Knowledge in Early Childhood: Intentional Teaching in the Third Turn
pp. 91
Pursuing a Telling: Managing a Multi-unit Turn in Children’s Storytelling
pp. 111
Co-producing Cultural Knowledge: Children Telling Tales in the School Playground
pp. 127
Don’t Laugh! Socialization of Laughter and Smiling in Pre-school and School Settings
pp. 149
Schoolyard Suspect: Blame Negotiations, Category Work and Conflicting Versions Among Children and Teachers
pp. 169
The Preschool Entrance Hall: A Bilingual Transit Zone for Preschoolers
pp. 189
Sparkling, Wrinkling, Softly Tinkling: On Poetry and Word Meaning in a Bilingual Primary Classroom
pp. 211
Relating with an Unborn Baby: Expectant Mothers Socializing Their Toddlers in Japanese Families
pp. 231
Young Children’s Initial Assessments in Japanese
pp. 257
Learning How to Use the Word ‘Know’: Examples from a Single-Case Study
pp. 279
The Emergence of Story-Telling
pp. 297
“What Does It Say About It?”: Doing Reading and Doing Writing as Part of Family Mealtime
pp. 313
Producing Knowledge with Digital Technologies in Sibling Interaction
pp. 333
“You Can Get Cyberbullied by Your Friends”: Claiming Authority to Categorise a Past Event as Bullying
pp. 351
‘It’s Gonna Work’: Spontaneous Activity and Knowledge Management by a Child with Asperger’s Syndrome
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