Watch, listen and learn: Observing children’s social conduct through their communication

This paper argues for the use of conversation analysis (CA) and membership categorisation analysis (MCA) (Sacks, 1992) to investigate children’s social conduct. A majority of prior research in this area has tended to focus on limited theoretical perspectives situated in developmental psychology, resulting in a dichotomous presentation of either prosocial or antisocial behaviour (see Bateman & Church, 2008 for an overview). Although the use of predefined categories “antisocial” and “prosocial” may be helpful for the organisation of data, there is a concern that these pre-defined classifications lead to children themselves being categorised as either consistently prosocial or antisocial (for example Nelson & Crick, 1999). This view encourages stigma and the labeling of children rather than offering further insight into children’s social worlds (Bateman & Church, 2008). This problem represents a shortfall in information regarding the complexity of peer interactions and how they are locally managed by the children themselves, disregarding the range of social competencies engaged in by the participants. Therefore a shift in theoretical approach is argued for here as this informs of how social order is produced through verbal and non-verbal communications between the participants themselves (Butler, Fitzgerald & Gardner, 2009; Sacks, 1992a; 1992b;). Analyzing children’s social conduct through observing their communication offers an innovative, theoretical shift which is becoming more valued in many different areas of early childhood and particularly for the study of social relationships in education. This paper will outline the concept of communication as perceived from an ethnomethodological (EM) perspective, provide a background to EM and conversation analysis (CA), discuss some findings from research and then discuss the practical application of these findings for practice

Asymmetries of knowledge between children and teachers on a New Zealand bush walk

Abstract This article presents the analysis of a single case interaction between two preschool children aged four-years-old and their male early childhood teacher during a routine excursion to the New Zealand bush. The findings build on prior research that revealed how child-initiated enquiries orienting to an environmental feature in the outdoor space provoked an affiliated interaction with the teacher, or not. The current article suggests that, although early childhood education promotes a socio-cultural co-construction of knowledge, asymmetries of knowledge are often present in everyday practice. A call to investigate the interactional features of co-construction and scaffolding is recommended

Morality at play: pretend play in five-year-old children

The concept of 'play' is notoriously ambiguous, but we do know that when children engage in make-believe play the activity provides benefits for psychological development, holistic health, and building knowledge and relationships. This article discusses how a group of four-year-old children in New Zealand engage in pretend play by embodying the characters of mud-monsters and possums to avoid the rules around being respectful to their cultural heritage while playing in a protected bush reserve. The data were generated through a project investigating teaching and learning in everyday conversations between preschool teachers and children aged 2½-5 years old. Ten hours of video footage were gathered, of which one hour and forty minutes were in rural bushland. The analysis of the footage here uses an ethnomethodological framework, discussing the work of Sacks and Garfinkel to reveal the sequential organization of moral conduct in situ. The children's multimodal ways of embodying chosen destructive characters through predicated actions reveal how they attempt to evade negative consequences of breaking promises through pretend play. The article concludes with connections to moral philosophy, and by discussing how the turns of talk and gesture co-produce complex learning of culturally and morally appropriate behaviours in situ

Infant embodied requests and teacher-practitioner offers during early childhood education mealtimes

The importance of building healthy relationships with food in children's early years is of paramount importance. Building on prior work exploring the social and linguistic practices in infant eating interaction experiences, this research uses a multimodal conversation analysis approach to explore how mealtime interactions are managed as a co-constructed activity between infants (0–2 years) and early childhood teacher-practitioners. Here we will explore video data recorded during mealtimes in an early childhood setting in Mid-Wales, where infants orient to recruitments for assistance and teachers provide offers of help with food items throughout the data. Analysis demonstrates 1) infant recruitment of help through embodied ‘showing’ an item causing a problem in multimodal ways, initiating joint attention that mobilises an offer from an adult in the shape of ‘do you want me to X’ and 2) adult initiation of an offer of help in the shape of ‘would you like me to X’ that are not prompted by infants ‘showing’ an item. Such practices demonstrate infant social competence in recruiting assistance through multimodal resources, and adult's noticings that help is required and their initiation of provision of assistance. The detailed exploration into the ways in which mealtimes are a collaboratively achieved experience reveals how infants effectively contribute in resourceful ways, and how teacher-practitioner responses frame mealtimes as co-produced activities

Risk-taking in the New Zealand Bush: issues of resilience and wellbeing

This article discusses a single case analysis of teacher-child interactions on an everyday bush walk in New Zealand. It uses a combination of the Leuven wellbeing scale (Laevers, 2000) and a conversation analysis approach to explore how children and teachers attend to specific features of the outdoor environment in a way that encourages risk-taking and builds resilience through problem solving. The collaborative achievement of the activities between the pre- school teacher and the fouryear-old children are discussed as an important and necessary aspect of the interactions, which we suggest may represent physical sustained shared thinking, for supporting wellbeing whilst building resilience and risk-taking. Implications for future practice are considered with regard to implementation of early childhood curricula

Exploring Nurse Responses to Spontaneous Breastfeeding Episodes During Routine Infant Health Checks in Finland: A Multimodal Conversation Analytic Approach

Support for mothers’ uptake and longevity in breastfeeding is a global health priority. The benefits of breastfeeding are well documented, ranging from immediate health benefits for the infant that include provision of the best nutrition, to longer-term impacts such as reducing the risk of future digestive complications and obesity in adulthood. We analyze how impromptu breastfeeding might be supported by health-care nurses in Finnish maternity and child health clinics during routine infant health checks. The video data analyzed explore naturally occurring breastfeeding during these clinic encounters, using the analysis of ethnomethodology and conversation analysis (EMCA) approach to explore breastfeeding interactions between mothers, infants, and nurses. Findings demonstrate that, in extract 1 the nurse makes herself freely available, offering verbal and physical support when needed, and in extract 2 the mother manages a close intimate interaction feeding her baby whilst also engaging in knowledge exchange regarding important information with the nurse. We discuss how spontaneous breastfeeding interactions during routine clinic visits provide opportunities for nurses to support breastfeeding, where they are acknowledged as rather complex activities requiring focus. Considerations for professional practice are made by exploring how these early perinatal visits provide opportunities for nurses to observe and converse with mothers about how they are managing breastfeeding. A further conclusion suggests that an EMCA methodological exploration of breastfeeding interactions can inform future nurse practice in Finland and other countries

Expressão da progranulina durante os primeiros estágios de desenvolvimento hepático em ratos Fischer 344

Transplants are the only effective therapy for the treatment of advanced liver diseases such as cirrhosis. Given the limited number of organ donors, regenerative medicine has sought for sources of cells and tissues for replacement therapy. Embryonic stem cells are a promising source of material for transplantation because of their exclusive property of being expanded indefinitely in culture, thus, they are a source of replacement tissue. Moreover, they are capable of differentiating into practically all cell types, and may be utilized in replacement therapy in various diseases. The liver bud has bipotent stem cells that have not yet differentiated into hepatocytes or biliary duct cells; however, they have great potential of proliferation and differentiation. Thus, the challenge is to identify methods that promote their differentiation in specific and functional strains. This study aimed to evaluate the role of the progranulin growth factor PGRN during the liver development of rats F344, since this growth factor could be utilized in protocols of differentiation of stem cells of the liver bud in functional hepatocytes. The results showed that PGRN is present during different periods of hepatogenesis in F344 rats, and that this growth factor should be involved in the process of differentiation of hepatoblasts into hepatocytes after activation by HNF4α , however, PGRN seems not to exert a cellular proliferation function during the hepatogenesis. Thus, PGRN can be used in future protocols of liver cell differentiation directed toward cellular therapy in Regenerative Medicine.Os transplantes são a única terapia eficaz para o tratamento de doenças hepáticas avançadas, como a cirrose. Dado o número limitado de doadores de órgãos, a medicina regenerativa tem procurado fontes de células para a terapia de substituição. As células embrionárias são uma fonte promissora de material para o transplante devido à sua propriedade exclusiva de ser expandida indefinidamente em cultura, assim, elas são uma fonte de tecido de substituição. Além disso, são capazes de se diferenciar em praticamente todos os tipos celulares, e podem ser utilizadas na terapia de substituição em várias doenças. O broto hepático tem células-tronco (CT) bipotenciais que ainda não se diferenciam em hepatócitos ou células do ducto biliar, contudo, elas têm um grande potencial de proliferação e de diferenciação. Desse modo, o desafio é identificar métodos que promovam sua diferenciação em linhagens específicas e funcionais. Este estudo teve como objetivo avaliar o papel do fator de crescimento progranulina (PGRN) durante o desenvolvimento hepático em ratos F344, uma vez que a PGRN poderia ser utilizada em protocolos de diferenciação de CT do broto hepático em hepatócitos funcionais. Os resultados mostraram que PGRN está presente durante diferentes períodos da hepatogênese em ratos F344, e que a mesma deve estar envolvida no processo de diferenciação de hepatoblastos em hepatócitos após ativação por HNF4α, no entanto, a PGRN parece não desempenhar uma função de proliferação celular durante a hepatogênese. Assim, a PGRN pode ser usada em futuros protocolos de diferenciação de células hepáticas voltadas para a terapia celular na medicina regenerativa

The capacity to act in trans varies among drosophila enhancers

The interphase nucleus is organized such that genomic segments interact in cis, on the same chromosome, and in trans, between different chromosomes. In Drosophila and other Dipterans, extensive interactions are observed between homologous chromosomes, which can permit enhancers and promoters to communicate in trans. Enhancer action in trans has been observed for a handful of genes in Drosophila, but it is as yet unclear whether this is a general property of all enhancers or specific to a few. Here, we test a collection of well-characterized enhancers for the capacity to act in trans. Specifically, we tested 18 enhancers that are active in either the eye or wing disc of third instar Drosophila larvae and, using two different assays, found evidence that each enhancer can act in trans. However, the degree to which trans-action was supported varied greatly between enhancers. Quantitative analysis of enhancer activity supports a model wherein an enhancer’s strength of transcriptional activation is a major determinant of its ability to act in trans, but that additional factors may also contribute to an enhancer’s trans-activity. In sum, our data suggest that a capacity to activate a promoter on a paired chromosome is common among Drosophila enhancers