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dc.contributor.advisorHeyman, Richard David
dc.contributor.authorDitchburn, Susan J. (Susan Jane), 1942-
dc.coverage.spatial200000585en
dc.date.accessioned2005-07-21T21:02:10Z
dc.date.available2005-07-21T21:02:10Z
dc.date.issued1985
dc.identifier.citationDitchburn, S. J. (1985). Children in interaction: a conversational analysis of children's play (Unpublished doctoral thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/15846en_US
dc.identifier.isbn0315207833en
dc.identifier.urihttp://hdl.handle.net/1880/23288
dc.descriptionBibliography: p. 330-339.en
dc.description.abstractThe present inquiry provides a conversational analysis of the organizational structure of two classroom events. These events are dramatic play and its recreation through a teacher-led discussion. The data, video recordings and transcripts, were collected in an Early Childhood Services classroom. E.C.S. is the provincially funded educational program for five-year old children in Alberta. Our analysis provides an empirical documentation of the design specifics by which the classroom events of interest are constituted. Specifically, in the dramatic play sequences, we have detailed the conversational means by which identity, thematic structure and conflict are assembled. In the teacher-led discussion, seen as evaluative in intent, our focus has been formulation and trouble sources and repair. Conceptually, we are guided by a metaphorical rendition of play as text and context. Our metaphor enables an explication of the levels of meaning created as the classroom events are transposed into textual accounts. The metaphor is consistent with our theoretical orientation. Ethnomethodology postulates a social world which is an ongoing creation of its participants, in our case, young children and their teacher. The social world, as a processual construct, is subject to further interpre­tive accounts. Our empirically based account generates an interpretive understanding of the 'meaning realm' constituted through the interaction of members. The interpretive account necessitates a conceptual exploration of the major constructs of our study, play and its evaluation. As well, interpretation is framed as a 'reflection-in-practice' (Schön, 1982). The study concludes with a reflective dialogue whereby the interpretive account based in our empirical analysis yields implications for teachers and for future research.en
dc.format.extentix, 392 leaves ; 30 cm.en
dc.language.isoeng
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject.lccLB 1177 D56 1986en
dc.subject.lcshEducation, Preschool - Canada - Evaluation
dc.subject.lcshGames - Evaluation
dc.subject.lcshEducation of children - Canada
dc.subject.lcshKindergarten - Evaluation
dc.titleChildren in interaction: a conversational analysis of children's play
dc.typedoctoral thesis
dc.publisher.institutionUniversity of Calgaryen
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/15846
thesis.degree.nameDoctor of Philosophy
thesis.degree.namePhD
thesis.degree.disciplineEducational Policy and Administrative Studies
thesis.degree.grantorUniversity of Calgary
dc.identifier.lccLB 1177 D56 1986en
dc.publisher.placeCalgaryen
ucalgary.thesis.notesoffsiteen
ucalgary.thesis.uarcreleasenoen
ucalgary.thesis.accessionTheses Collection 58.002:Box 540 215772143


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University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.