ORCID Profile
0000-0002-1944-7043
Current Organisation
Queensland University of Technology
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Education Systems | Early Childhood Education (excl. Māori) | Linguistics | Communication Technology and Digital Media Studies | Psychology | Language In Culture And Society (Sociolinguistics) | Developmental Psychology And Ageing | Discourse and Pragmatics | Social And Community Psychology | Discourse And Pragmatics | Community Child Health | Sociology | Sociology Of Education | Sociology And Social Studies Of Science And Technology | Computer-Human Interaction |
Youth/child development and welfare | Learner and Learning Processes | Early childhood education | Learner Development | Child Health | Expanding Knowledge in Technology | Expanding Knowledge in Language, Communication and Culture
Publisher: Elsevier BV
Date: 08-2009
Publisher: Informa UK Limited
Date: 12-2013
Publisher: Elsevier BV
Date: 07-2023
Publisher: Cambridge University Press (CUP)
Date: 02-2006
Publisher: Informa UK Limited
Date: 23-02-2016
Publisher: SAGE Publications
Date: 08-2010
Abstract: Young children use pretence in their interactions with their peers. This article focuses on their use of pretence to establish, define and formulate places within their peer interaction. A talk-in-interaction approach is used to analyse video-recorded and transcribed interactions of children aged 4—6 years in the block area of an early childhood classroom in Australia. The complex and collaborative interactive work of the children produced shared understandings of pretence, which they used as a device to manage their use of classroom physical and social spaces.
Publisher: Wiley
Date: 05-02-2020
DOI: 10.1111/MCN.12919
Publisher: Palgrave Macmillan UK
Date: 2015
Publisher: Palgrave Macmillan UK
Date: 2015
Publisher: Emerald Group Publishing Limited
Date: 2012
Publisher: Equinox Publishing
Date: 23-02-2023
DOI: 10.1558/RCSI.24054
Abstract: School playgrounds are spaces where children play with peers in organised games that have pre-existing rules and procedures for game play, and made-up games that are improvised in the moment. The ways children go about making up games have not been well documented and may be overlooked in situ due to the minimal supervision of school playgrounds. This study investigates how children mobilise and constrain their own game participation using improvised rule proposals and directives. Turn-by-turn analysis of the video recorded interactions of children (5–9 years) during lunch recess in an Australian school shows how children competently create and negotiate a game they called ‘crocodiles’. This ethnomethodological approach using conversation analysis highlights how children propose, challenge, or resist rules, to ensure or delay their ongoing involvement, or to influence the participation of others. Analyses identify how children negotiated their play and the actions of others as they recruited members and negotiated the play, mapped game play, made claims and further negotiations, and monitored the rule infringements of players. Identifying how children assemble their talk and actions as they create games informs educators of the interactional resources required for children’s participation in playground activities. Opportunities for practising these social skills within and away from adult supervision are particularly important as children interact in school playgrounds.
Publisher: John Benjamins Publishing Company
Date: 2015
Publisher: Wiley
Date: 16-09-2010
Publisher: Equinox Publishing
Date: 31-08-2021
DOI: 10.1558/RCSI.18175
Abstract: This paper examines how young children mobilize interactional resources to position peers as neither fully included nor fully excluded in a preschool classroom. A single case of a video recording of three preschool-aged girls was analysed using conversation analysis. Two girls restricted access to a third girl and positioned her on the periphery in peer activity. The third girl’s entry into the activity was restricted through the other two’s claims of object ownership, limited physical access to objects, multi-modal practices that erted attention away from the coveted objects, and assessments and sanctions around engagement with an object. The recurrent attempts to keep out the third girl were undertaken through partitioning. Findings highlight how children protect dyadic relationships.
Publisher: SAGE Publications
Date: 16-12-2010
Abstract: Being a novice researcher undertaking research interviews with young children requires understandings of the interview process. By investigating the interaction between a novice researcher undertaking her first interview and a child participant, the authors attend to theoretical principles, such as the competence of young children as informants, and highlight practical matters when interviewing young children. A conversation analysis approach examines the talk preceding and following a sticker task. By highlighting the conversational features of a research interview, researchers can better understand the coconstructed nature of the interview. This article provides insights into how to prepare for the interview and manage the interview context to recognize the active participation of child participants and the value of artifacts to promote interaction. These insights make more transparent the interactional process of a research interview and become part of the researcher’s collection of devices to manage the conduct of research interviews.
Publisher: Wiley
Date: 21-06-2011
Publisher: Springer Science and Business Media LLC
Date: 08-02-2011
Publisher: Elsevier BV
Date: 08-2009
Publisher: Palgrave Macmillan
Date: 2015
Publisher: Informa UK Limited
Date: 11-02-2016
Publisher: Informa UK Limited
Date: 05-02-2016
Publisher: BMJ
Date: 07-03-2020
DOI: 10.1136/BMJSPCARE-2016-001130
Abstract: Discussing the potential deterioration of a child who has a life-limiting condition has recognised benefits for future care, but can be challenging in a clinical context where uncertain illness trajectories are common. Existing research is restricted to indirect forms of evidence such as self-report data from clinicians and families. This study directly explores how discussions about deterioration are managed within actual paediatric palliative care consultations. 9 consultations were video recorded in an Australian paediatric palliative care service. Each consultation involved the same paediatric palliative care specialist. Conversation analysis was used to identify and explore recurrent ways in which discussions about deterioration came to be realised. The study identified two communicative practices used by a paediatric palliative care specialist that afforded opportunities to discuss deterioration: (1) soliciting the family's agenda for the consultation (2) initiating and maintaining topics where discussing deterioration is a relevant possibility. Across these different practices, a common feature was indirect initiation of discussions about deterioration. This approach made such discussions possible, but without mandating or even suggesting that such discussion must occur. These communicative practices balance the benefit of discussing deterioration against a recognised importance of allowing discussions to be directed by a child's family. This was achieved by creating opportunities for discussing deterioration, without making such discussions necessary.
Publisher: Palgrave Macmillan UK
Date: 2015
Publisher: Informa UK Limited
Date: 10-2019
Publisher: MDPI AG
Date: 25-11-2015
Publisher: Routledge
Date: 08-09-2015
Publisher: Informa UK Limited
Date: 12-04-2007
Publisher: Walter de Gruyter GmbH
Date: 2012
Publisher: Informa UK Limited
Date: 02-09-2018
Publisher: Palgrave Macmillan
Date: 2015
Publisher: Emerald Group Publishing Limited
Date: 2012
Publisher: SAGE Publications
Date: 10-2006
Abstract: This article draws on the sociology of childhood framework in order to examine one primary school girl’s account of how the children in her classroom pass notes to each other when they are ‘not allowed to talk at all’. Close examination of the account shows how the girls and boys in this particular classroom co-construct gendered membership activities in order to negotiate the teacher’s regulation of their classroom interactions. The girls competently participate in the covert activity of passing notes outside of teacher regulation, whereas the boys competently participate in the overt activity of passing notes, thereby gaining the membership of their male teacher into their activity. The boys draw upon their gendered membership activity as a strategy for collaborating with their teacher in the construction of a new classroom order. This work is an important part of our ongoing study of how children understand and deal with governance in their everyday lives.
Publisher: Elsevier BV
Date: 10-2016
Publisher: Wiley
Date: 09-2009
DOI: 10.1111/J.1467-9566.2009.01179.X
Abstract: Child Health Line is a 24-hour Australian helpline that offers information and support for parents and families on child development and parenting. The helpline guidelines suggest that nurses should not offer medical advice they do, however, regularly receive calls seeking such advice. This paper examines how the service guidelines are talked into being through the nurses' management of callers' requests for medical advice and information, and shows how nurses orient to the boundaries of their professional role and institutionally regulated authority. Three ways in which the child health nurses manage medical advice and information seeking are discussed: using membership as a nurse to establish boundaries of expertise, privileging parental authority regarding decision making about seeking treatment for their child, and respecifying a 'medical' problem as a child development issue. The paper contributes to research on medical authority, and nurse authority in particular, by demonstrating the impact of institutional roles and guidelines on displays of knowledge and expertise. More generally, it contributes to an understanding of the interactional enactment and consequences of service guidelines for telehealth practice, with implications for training, policy and service delivery.
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 11-2015
DOI: 10.11124/JBISRIR-2015-2413
Abstract: The objective of this review is to identify and synthesize the best international qualitative evidence on healthcare users' experiences of communication with healthcare professionals about children who have life-limiting conditions. For the purposes of this review, "healthcare users" will be taken to include children who have life-limiting conditions and their families. The question to be addressed is:What are healthcare users' experiences of communicating with healthcare professionals about children who have life-limiting conditions? The prospect of the death of a child from an incurable medical condition is harrowing, yet finding a way to discuss this prospect is crucial to maximize the quality of life for such children and their families. High-quality communication is well recognized as a core skill health care professionals need to maximize the quality of care they provide. This skill is valued by service users, who consistently rate it as one of the highest priorities for the care they receive. Evidence suggests, however, that healthcare professionals can feel ill-equipped or uncomfortable communicating with and about such children. Therefore, it is important to understand what represents high-quality communication and what is involved in accomplishing this within pediatric palliative care.In recent decades there has been an increased focus on providing palliative care for children who have life-limiting conditions. These are conditions for which no cure is available and for which the probable outcome is premature death. Palliative care may also be appropriate for children who have life-threatening conditions these are conditions where there is not only a high probability of premature death but also a chance of long-term survival into adulthood Although pediatric palliative care is underpinned by the same philosophy as adult palliative care, children who have life-limiting conditions and their families have particular needs that distinguish them from users of adult palliative care. For ex le, at a physical level children are more likely than adults to have non-malignant conditions that follow trajectories in which children oscillate between feeling relatively well and acutely unwell. The social dynamic of their care is also radically different, particularly given the role of parents or guardians in making surrogate decisions about their child's care. Such factors warrant considering pediatric palliative care as distinct from palliative care more generally.Although the particular circumstances of children who have life-limiting conditions have led to development of pediatric palliative care, the particular provisions of this care differs among countries. One aspect of variation is the age range of patients. Pediatric palliative care is usually provided to neonates, infants, children, adolescents and young adults, but international variations in the definitions of these age ranges, particularly for adolescents and young adults, means pediatric palliative care is provided to different age groups in different countries. This review therefore adopts a pragmatic rather than an age-based definition of a pediatric palliative care, considering all studies relating to service users who are being cared for by pediatric rather than adult healthcare services.In catering for the unique needs of children who have life-limiting conditions and their families, pediatric palliative care aims to achieve pain and symptom management, enhanced dignity and quality of life, and psychosocial and spiritual care. It also seeks to incorporate care for patients' broader families and facilitating access to appropriate services and support. High-quality communication is crucial for achieving these aims. It enables healthcare users and providers to make decisions that underpin the care that is provided and the quality of the life that is possible for patients and their families.Although both users and providers recognize the value of high-quality communication with and about children who have life-limiting conditions, this does not mean that these stakeholders necessarily share the same perspective of what constitutes high-quality communication and the best way of accomplishing this. Focusing on healthcare users' experiences of communication with healthcare professionals about children who have life-limiting conditions, the present review will explore the subjective impact of professionals' communication on the people for whom they provide care.It may be necessary to consider a range of contextual factors to understand healthcare users' experiences of communicating with healthcare professionals about children who have life-limiting conditions. For instance, age, developmental stage, cognitive capacity, emotional and social strengths, and family dynamics can influence a child's level of involvement in discussions about their condition and care. Although there are factors that appear more consistent across the range of pediatric palliative care users, such as parents' preferences for being treated by healthcare professionals as partners in making decisions about the care of their child, there is not always such consistency. Nor is it clear whether such findings can be generalized across different cultural contexts. In appraising existing research, this systematic review will therefore consider the relationship between the context of in idual studies and their reported findings.The primary aim of this review is to identify, appraise and synthesize existing qualitative evidence of healthcare users' experiences of communicating with healthcare professionals about children who have life-limiting conditions. The review will consider relevant details of these findings, particularly whether factors like age are relevant for understanding particular experiences of communication. An outcome of this review will be the identification of best available qualitative evidence that can be used to inform professional practice, as well as an identification of priorities for future research in pediatric palliative care.A preliminary search in MEDLINE and CINAHL found primary studies exploring healthcare users' experiences of aspects of communicating with healthcare professionals about children who have life-limiting conditions. A search was also conducted for existing systematic reviews in PubMed, CINAHL, EMBASE, PsycINFO, the Cochrane Database of Systematic Reviews, the JBI Database of Systematic Reviews and Implementation Reports, and PROSPERO. No systematic reviews on this topic were found.
Publisher: Emerald
Date: 11-11-2013
Abstract: – Traumatic events can cause post-traumatic stress disorder due to the severity of the often unexpected events. The purpose of this paper is to reveal how conversations around lived experiences of traumatic events, such as the Christchurch earthquake in February 2011, can work as a strategy for people to come to terms with their experiences collaboratively. By encouraging young children to recall and tell of their earthquake stories with their early childhood teachers they can begin to respond, renew, and recover (Brown, 2012), and prevent or minimise more stress being developed. – The study involved collecting data of the participating children taking turns to wear a wireless microphone where their interactions with each other and with teachers were video recorded over one week in November 2011. A total of eight hours and 21 minutes of footage was collected four minutes and 19 seconds of that footage are presented and analysed in this paper. The footage was watched repeatedly and transcribed using conversation analysis methods (Sacks, 1995). – Through analysing the detailed turn-taking utterances between teachers and children, the orderliness of the co-production of remembering is revealed to demonstrate that each member orients to being in agreement about what actually happened. These episodes of story telling between the teachers and children demonstrate how the teachers encourage the children to tell about their experiences through actively engaging in conversations with them about the earthquake. – The conversation analysis approach used in this research was found to be useful in investigating aspects of disasters that the participants themselves remember as important and real. This approach offers a unique insight into understanding how the earthquake event was experienced and reflected on by young children and their teachers, and so can inform future policy and provision in post-disaster situations.
Publisher: SAGE Publications
Date: 23-12-2016
Abstract: Maintaining intersubjectivity is crucial for accomplishing coordinated social action. Although conversational repair is a recognised defence of intersubjectivity and routinely used to address ostensible sources of trouble in social interaction, it is less clear how people address more equivocal trouble. This study uses conversation analysis to examine preschool classroom interaction, focusing on practices used to identify and address such trouble. Repair is found to be a recurrent frontline practice for addressing equivocal trouble, occasioning space for further information that might enable identifying a specific trouble source. Where further information is forthcoming, a range of strategies are subsequently employed to address the trouble. Where this is not possible or does not succeed, a secondary option is to progress a broader activity-in-progress. This allows for the possibility of another opportunity to identify and address the trouble. Given that misunderstandings can jeopardise interactants’ ability to mutually accomplish courses of action, these practices defend intersubjectivity against the threat of equivocal trouble.
Publisher: Palgrave Macmillan
Date: 2015
Publisher: John Benjamins Publishing Company
Date: 2007
DOI: 10.2104/ARAL0731
Abstract: A significant number of calls made to Kids Help Line are seen by the organisation as not requiring counselling support, but are rather young people testing or ‘checking out’ the service. Although the status of many of these ‘testing calls’ is self-evident, determining the authenticity of others presents the helpline counsellors with a dilemma: confronting the caller if they have doubts about the caller’s reason for calling while, at the same time, avoiding a premature challenge when the call is genuine. We examine the various interactional strategies that the counsellors artfully deploy in their determination of the status of a call. Outright challenges are rare, and counsellors typically will employ devices that announce their suspicions indirectly and which, at the same time, seamlessly accomplish the mundane business of responding to a call in ways which treat the callers with respect.
Publisher: SAGE Publications
Date: 09-04-2012
Abstract: In recent times concerns about possible adverse effects of early separation and advocacy for in idual rights have resulted in a movement away from organizational level policies about the separation of twin children as they enter school. Instead, in idualized approaches that focus on the twin children’s characteristics and family perspectives have been proposed. This study, conducted in Australia where all but a few families had choice about the class placement of their twin children, questioned parents ( N = 156) about their placement decisions. Results indicated that most parents opted for placement together in the early years of schooling. The choice to separate twins at school entry was associated with parent identification of risk in the twin relationship, while being kept together was associated with parent identification of absence of such risk. The findings are discussed in light of the current evidence against separation, and suggest that parent choices regarding the separation of twin children in the early years are informative to educational policy and practice.
Publisher: Routledge
Date: 12-03-2012
Publisher: Wiley
Date: 28-01-2022
Abstract: Children's agency in their own lives is increasingly recognised as important, including within paediatric health care. The issue of acknowledging child agency is complex in the context of paediatric palliative care, where children have serious and complex conditions that often impact their ability to verbally communicate with others. This study explores how clinicians and parents/guardians direct talk towards a child patient when they are present in a consultation. Conversation analysis methods were used to examine 74 video‐recorded paediatric palliative care consultations. Detailed turn‐by‐turn examination of the recorded consultations identified the recurrent use of a practice described by linguists as a ‘tag question’, which follows some statement (e.g. ‘he loves that, don't ya’). Both clinicians and parents/guardians often directed these tag questions towards the child patient. Analysis demonstrated how these tag questions: (1) validated the child's epistemic authority over what was being said and (2) made a child's response a possible, but not necessary, next action. The findings are discussed in relation to the sociology of child agency and how this agency is acknowledged and displayed within and through social interaction. This research provides direct evidence of children's competence as informants about their own symptoms.
Publisher: Informa UK Limited
Date: 09-08-2013
Publisher: Informa UK Limited
Date: 10-2011
Publisher: Springer Science and Business Media LLC
Date: 07-08-2023
Publisher: Wiley
Date: 23-04-2010
Publisher: Project MUSE
Date: 2014
Publisher: SAGE Publications
Date: 09-2010
Abstract: Interactional research on advice giving has described advice as normative and asymmetric. In this paper we examine how these dimensions of advice are softened by counselors on a helpline for children and young people through the use of questions. Through what we term “advice-implicative interrogatives,” counselors ask clients about the relevance or applicability of a possible future course of action. The allusion to this possible action by the counselor identifies it as normatively relevant, and displays the counselor’s epistemic authority in relation to dealing with a client’s problems. However, the interrogative format mitigates the normative and asymmetric dimensions typical of advice sequences by orienting to the client’s epistemic authority in relation to their own lives, and delivering advice in a way that is contingent upon the client’s accounts of their experiences, capacities, and understandings. The demonstration of the use of questions in advice sequences offers an interactional specification of the “client-centered” support that is characteristic of prevailing counseling practice. More specifically, it shows how the values of empowerment and child-centered practice, which underpin services such as Kids Helpline, are embodied in specific interactional devices. Detailed descriptions of this interactional practice offer fresh insights into the use of interrogatives in counseling contexts, and provide practitioners with new ways of thinking about, and discussing, their current practices.
Publisher: SAGE Publications
Date: 10-2008
Abstract: While justifications are used frequently by young children in their everyday interactions, their use has not been examined to any great extent. This article examines the interactional phenomenon of justification used by young children as they manage social organization of their peer group in an early childhood classroom. The methodological approaches of conversation analysis and membership categorization analysis were used to analyse video-recorded and transcribed interactions of young children (aged 4—6 years) in a preparatory classroom in a primary school in Australia. The focus is an episode that occurred within the play area of the classroom and involved a dispute of ownership relating to a small, wooden plank. Justifications were frequent occurrences as the young participants drew upon justificatory devices to support their stances. The justifications related to the concepts of ownership and were used by those engaged in the particular dispute to support their positions and provide reasons for their actions. Four types of justificatory responses using child-constructed rules are highlighted. They are: justification based on the rule of transferred ownership the rule of first possession rules associated with custodianship and the rule of third-party verification. The justifications are practices that work to build and reinforce in idual children's status within the group, which in turn contributes to the social order of the classroom.
Publisher: SAGE Publications
Date: 06-2018
Abstract: THIS PAPER REPORTS ON the findings of a sector-wide survey conducted as part of a multi-component process in Early Childhood Australia's development of a national Statement on young children and digital technology for those working within early childhood education and care (ECEC) settings. The survey sought broad comment and feedback from the Australian ECEC sector regarding adult perspectives on young children and digital technology. The cross-sectional online survey included 12 Likert scale items and three open-ended questions. Five hundred and fifteen participants representing various roles, ages and locations completed the survey. Findings suggest the sector holds erse and complex perspectives, including appreciation for the learning and teaching opportunities afforded via technology, and concerns for children's health and digital citizenship. Findings also highlight the need for evidence-based practices and sector-wide support in the pedagogical use of technology that enhances children's physical, emotional and social health and development.
Publisher: Wiley
Date: 2014
Publisher: Elsevier BV
Date: 2015
Publisher: Elsevier BV
Date: 08-2009
Publisher: SAGE Publications
Date: 05-1998
DOI: 10.1177/0907568298005002004
Abstract: This article focuses on the social interactions of several boys aged 3-5 years in the block area of a preschool classroom in a childcare setting. Using transcripts of video segments showing these boys engaged in daily play and interactions, the article analyses two episodes that occurred in the first weeks of the school year. At first glance, both episodes appear chaotic, with little appearance of order among the players. A closer analysis reveals a finely organized play taking place, with older boys teaching important lessons to the newcomers about how to be masculine in the block area. These episodes illustrate that masculinity is not a fixed character trait, but is determined through practice and participation in the activities of masculinity. Play and conflict are the avenues through which this occurs.
Publisher: Informa UK Limited
Date: 23-03-2019
DOI: 10.1080/09638288.2018.1448464
Abstract: Speech language therapists increasingly are using telehealth to enhance the accessibility of their services. It is unclear, however, how play-based therapy for children can be delivered via telehealth. In particular, modalities such as videoconferencing do not enable physical engagement between therapists and clients. The aim of our reported study was to understand how physical objects such as toys are used in similar and different ways across videoconferenced and "face-to-face" (hereafter, "in-person") therapy. We used conversation analytic methods to compare video-recorded therapy sessions for children delivered across in-person and telehealth settings. Utilising a broader corpus of materials, our analysis focused on four client-therapist dyads: two using videoconferencing, and two who met in-person. Both videoconferencing and in-person sessions enabled routine affordances and challenges for delivering therapy. Within in-person therapy, therapists made access to objects contingent upon the client producing some target expression. This contingency usually was achieved by restricting physical access to these objects. Restricting access to a toy was not necessary in videoconferenced therapy therapists instead used techniques to promote engagement. When delivering play-based therapy via telehealth, our study demonstrates how practitioners adapt the intervention to suit the particular medium of its delivery. Implications for Rehabilitation Telehealth enhances equitable access for those who cannot physically access rehabilitation services. Telehealth modalities can create practical challenges, however, when delivering interventions such as play-based therapy. Practitioners should intentionally adapt telehealth interventions to suit the particular telehealth modality they are using.
Publisher: SAGE Publications
Date: 02-2011
Abstract: Much of the research on the delivery of advice by professionals such as physicians, health workers and counsellors, both on the telephone and in face-to-face interaction more generally, has focused on the theme of client resistance and the consequent need for professionals to adopt particular formats to assist in the uptake of the advice. In this article we consider one setting, Kid’s Helpline, the national Australian counselling service for children and young people, where there is an institutional mandate not to give explicit advice in accordance with the values of self-direction and empowerment. The article examines one practice, the use of script proposals by counsellors, which appears to offer a way of providing support which is consistent with these values. Script proposals entail the counsellors packaging their advice as something that the caller might say — at some future time — to a third party such as a friend, teacher, parent or partner, and involve the counsellor adopting the speaking position of the caller in what appears as a rehearsal of a forthcoming strip of interaction. Although the core feature of a script proposal is the counsellor’s use of direct reported speech, they appear to be delivered not so much as exact words to be followed, but as the type of conversation that the client needs to have with the third party. Script proposals, in short, provide models of what to say as well as alluding to how these could be emulated by the client. In their design, script proposals invariably incorporate one or more of the most common rhetorical formats for maximizing the persuasive force of an utterance such as a three-part list or a contrastive pair. Script proposals, moreover, stand in a complex relation to the prior talk and one of their functions appears to be to summarize, respecify or expand upon the client’s own ideas or suggestions for problem solving that have emerged in these preceding sequences.
Publisher: Routledge
Date: 09-03-2023
Publisher: Wiley
Date: 21-06-2011
Publisher: Emerald
Date: 09-03-2010
DOI: 10.1108/00220411011023616
Abstract: This paper aims to report findings from an exploratory study investigating the web interactions and technoliteracy of children in the early childhood years. Previous research has studied aspects of older children's technoliteracy and web searching however, few studies have analyzed web search data from children younger than six years of age. The study explored the Google web searching and technoliteracy of young children who are enrolled in a “preparatory classroom” or kindergarten (the year before young children begin compulsory schooling in Queensland, Australia). Young children were video‐ and audio‐taped while conducting Google web searches in the classroom. The data were qualitatively analysed to understand the young children's web search behaviour. The findings show that young children engage in complex web searches, including keyword searching and browsing, query formulation and reformulation, relevance judgments, successive searches, information multitasking and collaborative behaviours. The study results provide significant initial insights into young children's web searching and technoliteracy. The use of web search engines by young children is an important research area with implications for educators and web technologies developers. This is the first study of young children's interaction with a web search engine.
Publisher: Det Kgl. Bibliotek/Royal Danish Library
Date: 25-01-2022
Abstract: Background: Families play a vital role in the day-to-day medical care of children with life-limiting conditions. Navigating their child’s symptoms, treatments, and the possibility of sudden deteriorations, presents myriad challenges and can be distressing for the family. Paediatric palliative care can provide crucial support for families who are typically responsible for many aspects of their child’s care. Aim: To understand how paediatric palliative care clinicians use reassurance to support families through the uncertainties associated with caring for their children. Methods: One hundred routine telephone conversations between parents and clinicians of a paediatric palliative care service were recorded and analysed using Conversation Analytic methods. Findings: When parents report uncertainty about a specific care task, imply a causal link between this care task and an adverse outcome for their child, and a moral responsibility for the outcome, clinicians respond with reassurance. Clinicians produce reassurance through refuting parents’ accounts and providing an explanation to reframe the potential adverse outcome as independent of parent actions. Parents often agree with the clinicians’ reframings and demonstrate being reassured. Discussion: Specialist paediatric palliative care clinicians routinely foreground support for family members through reassurance. Conclusions: This study demonstrates how family-centred care can be accomplished in clinical practice.
Publisher: SAGE Publications
Date: 02-09-2014
Abstract: Spontaneous play, important for forming the basis of friendships and peer relations, is a complex activity involving the management and production of talk-in-interaction. This article focuses on the intricacies of social interaction, emphasizing the link between alignment and affiliation, and the range and importance of verbal and nonverbal interactive devices available to children. Analysis of the way in which two girls, one of whom has been diagnosed with Asperger’s Syndrome, engage in spontaneous activities demonstrates the potential for interactional difficulty due to the unscripted nature of the interaction. The article argues for further research into how improvised, unscripted interactions are initiated within moment-by-moment talk, how they unfold, and how they are brought to a close in everyday contexts in order to understand how children create their social worlds.
Publisher: Informa UK Limited
Date: 18-04-2018
Publisher: Wiley
Date: 18-01-2006
Publisher: Informa UK Limited
Date: 16-04-2017
Publisher: SAGE Publications
Date: 20-04-2016
Abstract: This article discusses the use of observational video recordings to document young children’s use of technology in their homes. Although observational research practices have been used for decades, often with video-based techniques, the participant group in this study (i.e., very young children) and the setting (i.e., private homes) provide a rich space for exploring the benefits and limitations of qualitative observation. The data gathered in this study point to a number of key decisions and issues that researchers must face in designing observational research, particularly where nonresearchers (in this case, parents) act as surrogates for the researcher at the data collection stage. The involvement of parents and children as research videographers in the home resulted in very rich and detailed data about children’s use of technology in their daily lives. However, limitations noted in the data set (e.g., image quality) provide important guidance for researchers developing projects using similar methods in future. The article provides recommendations for future observational designs in similar settings and/or with similar participant groups.
Start Date: 2012
End Date: 2016
Funder: Australian Research Council
View Funded ActivityStart Date: 12-2012
End Date: 12-2018
Amount: $889,328.00
Funder: Australian Research Council
View Funded ActivityStart Date: 05-2004
End Date: 12-2007
Amount: $125,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 2007
End Date: 12-2012
Amount: $175,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 02-2021
End Date: 02-2028
Amount: $34,934,592.00
Funder: Australian Research Council
View Funded ActivityStart Date: 06-2011
End Date: 12-2016
Amount: $463,971.00
Funder: Australian Research Council
View Funded ActivityStart Date: 04-2006
End Date: 06-2010
Amount: $285,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 12-2018
End Date: 11-2023
Amount: $588,592.00
Funder: Australian Research Council
View Funded Activity