A Bateman
Biographic Data
| ID | 15945 |
|---|---|
| NAME | A Bateman |
| GIVEN NAMES | A |
| FAMILY NAME | Bateman |
| SIGNATURE | BATEMAN A |
| AFFILIATIONS | University of Waikato |
| ORCID | 0000-0002-1492-5122 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 37 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Mother–Infant Interactions in the Lab Setting: Collaborative Participation Frameworks and Task Orientation
The study discussed in this article aimed to understand how pre-activity formulations are designed and accomplished by mothers in play interactions as everyday interactional business. Here, we report specifically on instances during lab-based interactions where the mother orients to the lab-based task of singing with their infant, and discuss the potential implications of such participant orientation on the type of data collected. Multimodal conv…
Observing and imitating as a pre-opening: Exploring toddler sociality in the peer group
Conversation analysis as a creative research methodology
Conversation analysis (CA) has become increasingly prevalent in early childhood education research interested in exploring children’s everyday interactions with others. Positioning CA as a creative methodology, this article demonstrates one practical and applied way of ‘doing’ CA research with early childhood teacher-practitioners that facilitates authentic ways of listening to children’s voices and offers direct implications for practice. Aligni…
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 a…
Translanguaging in Welsh early years traditional storytelling activities
With an increased interest on how heritage languages might be supported in educational contexts globally we suggest here that translanguaging offers one potential practical solution. Originating in Wales, translanguaging is positioned as an intentional pedagogical practice endorsed by the Welsh government, and explored in situ here. Focusing on the beginning of a storytelling activity about the Welsh collection of stories – The Mabinogion – in a …
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 e…
‘Let’s play crocodiles’
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 improv…
Initiating interactions in the toddler peer group
Two-year old children often express their understanding and intentions through embodied interactions as they co-produce social relationships. This article presents findings from an ethnomethodological study using conversation analysis to explore turn-taking in toddlers’ interactions in a preschool in Iceland. Here, we focus on how toddlers initiate interaction through touch and gaze. These findings demonstrate that toddlers are adept at reading s…
Children’s co-construction of gender segregated spaces
This article aims to add to a growing body of work that applies an ethnomethodological framework to the study of children’s play and games, and also to the exploration of the use of gender categories in social organization practices. Video recordings of four-year-old children’s everyday play at an early childhood centre in New Zealand and primary school playground in mid-Wales, UK are analysed through detailed transcriptions using membership cate…
Children’s embodied and linguistic organization of peer inclusion and exclusion
This issue is the first of the two special issues on children's inclusion and exclusion. It begins in an Icelandic context exploring social organization practices with toddler children to reveal how they initiate an interaction with their peers (Bryndis Gunnarsdottir & Amanda Bateman, 'Initiating interactions in the toddler peer group: Embodied conversation starters'). We then move to Japan and Sweden to continue our interest in how children recr…
Teacher responses to toddler crying in the New Zealand outdoor environment
Young children’s affective stance through embodied displays of emotion during tellings
Storytelling provides opportunities for children to practise displays of affective stance. Children’s spontaneous tellings are noticeable as systematic and organized work, which are locally occasioned and triggered by a prior utterance where emotional responses are as significant as the tellings themselves. Affective stances are often observed in children’s tellings, encouraging children’s disposition to learn through active engagement with other…
Methodology and professional development: Conversation Analytic Role-play Method (Carm) for early childhood education
Morality at play
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 her…
Childhood interaction
While Garfinkel has stressed the morality of social knowledge, using his breaching experiments, many studies in conversation analysis have shown in what ways social norms -and participants' knowledge of them -shape their practices and actions in sequence organization (cf. Stivers et al., 2011). This special issue aims to further explore the in-situ accomplishment of moral social order while focusing on interactions with children, building on work…
Cheaters and Stalkers: Accusations in a classroom
This article explores accusations as collaboratively accomplished in classroom peer interactions in the absence of a teacher. The analysis shows how the children use local classroom rules and teacher authority as resources and warrants to invoke multi-layered moral orders and identities, and hold one child accountable through accusations about their behavior. The accused children are categorized in a duplicative way with morally degrading descrip…
The lore and law of the playground
This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Play on 17 Dec 2014, available online: http://dx.doi.org/10.1080/21594937.2014.976030
Recovering from the earthquake: Early childhood teachers and children collaboratively telling stories about their experiences
Purpose – 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 …
Living in a broken world: How Young Children's Well-Being Is Supported Through Playing Out Their Earthquake Experiences
The therapeutic value of play can be shown in spontaneous play situations following children's experiences of traumatic events. Following the events of the Christchurch earthquakes in New Zealand in 2010 and 2011, an investigation was conducted of how children used the earthquake event as a catalyst in pretend play with peers and in discussions with teachers. Supporting children's well-being is a focus area in New Zealand early childhood educatio…
When Verbal Disputes Get Physical
Purpose – This chapter demonstrates the social organization practices evident in early childhood disputes in order to promote a greater understanding of the role of non-verbal, embodied actions within the dispute process. In doing so, this chapter offers insight into children's co-construction of disputes and has practical implications for early childhood teachers.Methodology – Ethnomethodology (EM), conversation analysis (CA) and membership cate…
Forging friendships: The use of collective pro-terms by pre-school children
This article discusses the ways in which a group of four-year-old children co-constructed friendship networks when they began primary school in Wales, UK. This discussion has emanated from a wider study of the everyday social interactions children engage in when new to their school environment. The children’s interactions were investigated through the use of an inductive, ethnomethodological approach through the combination of conversation analys…
Huts and heartache: The affordance of playground huts for legal debate in early childhood social organisation
Huts and heartache: The affordance of playground huts for legal debate in early childhood social organisation
Forging friendships: The use of collective pro-terms by pre-school children
This article discusses the ways in which a group of four-year-old children co-constructed friendship networks when they began primary school in Wales, UK. This discussion has emanated from a wider study of the everyday social interactions children engage in when new to their school environment. The children’s interactions were investigated through the use of an inductive, ethnomethodological approach through the combination of conversation analys…
Teacher responses to toddler crying in the New Zealand outdoor environment
Living in a broken world: How Young Children's Well-Being Is Supported Through Playing Out Their Earthquake Experiences
The therapeutic value of play can be shown in spontaneous play situations following children's experiences of traumatic events. Following the events of the Christchurch earthquakes in New Zealand in 2010 and 2011, an investigation was conducted of how children used the earthquake event as a catalyst in pretend play with peers and in discussions with teachers. Supporting children's well-being is a focus area in New Zealand early childhood educatio…
The lore and law of the playground
This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Play on 17 Dec 2014, available online: http://dx.doi.org/10.1080/21594937.2014.976030
Methodology and professional development: Conversation Analytic Role-play Method (Carm) for early childhood education
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 e…
Cheaters and Stalkers: Accusations in a classroom
This article explores accusations as collaboratively accomplished in classroom peer interactions in the absence of a teacher. The analysis shows how the children use local classroom rules and teacher authority as resources and warrants to invoke multi-layered moral orders and identities, and hold one child accountable through accusations about their behavior. The accused children are categorized in a duplicative way with morally degrading descrip…
Huts and heartache: The affordance of playground huts for legal debate in early childhood social organisation
When Verbal Disputes Get Physical
Purpose – This chapter demonstrates the social organization practices evident in early childhood disputes in order to promote a greater understanding of the role of non-verbal, embodied actions within the dispute process. In doing so, this chapter offers insight into children's co-construction of disputes and has practical implications for early childhood teachers.Methodology – Ethnomethodology (EM), conversation analysis (CA) and membership cate…
Forging friendships: The use of collective pro-terms by pre-school children
This article discusses the ways in which a group of four-year-old children co-constructed friendship networks when they began primary school in Wales, UK. This discussion has emanated from a wider study of the everyday social interactions children engage in when new to their school environment. The children’s interactions were investigated through the use of an inductive, ethnomethodological approach through the combination of conversation analys…
Recovering from the earthquake: Early childhood teachers and children collaboratively telling stories about their experiences
Purpose – 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 …
Living in a broken world: How Young Children's Well-Being Is Supported Through Playing Out Their Earthquake Experiences
The therapeutic value of play can be shown in spontaneous play situations following children's experiences of traumatic events. Following the events of the Christchurch earthquakes in New Zealand in 2010 and 2011, an investigation was conducted of how children used the earthquake event as a catalyst in pretend play with peers and in discussions with teachers. Supporting children's well-being is a focus area in New Zealand early childhood educatio…
The lore and law of the playground
This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Play on 17 Dec 2014, available online: http://dx.doi.org/10.1080/21594937.2014.976030
Cheaters and Stalkers: Accusations in a classroom
This article explores accusations as collaboratively accomplished in classroom peer interactions in the absence of a teacher. The analysis shows how the children use local classroom rules and teacher authority as resources and warrants to invoke multi-layered moral orders and identities, and hold one child accountable through accusations about their behavior. The accused children are categorized in a duplicative way with morally degrading descrip…
Morality at play
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 her…
Childhood interaction
While Garfinkel has stressed the morality of social knowledge, using his breaching experiments, many studies in conversation analysis have shown in what ways social norms -and participants' knowledge of them -shape their practices and actions in sequence organization (cf. Stivers et al., 2011). This special issue aims to further explore the in-situ accomplishment of moral social order while focusing on interactions with children, building on work…
Methodology and professional development: Conversation Analytic Role-play Method (Carm) for early childhood education
Young children’s affective stance through embodied displays of emotion during tellings
Storytelling provides opportunities for children to practise displays of affective stance. Children’s spontaneous tellings are noticeable as systematic and organized work, which are locally occasioned and triggered by a prior utterance where emotional responses are as significant as the tellings themselves. Affective stances are often observed in children’s tellings, encouraging children’s disposition to learn through active engagement with other…
Teacher responses to toddler crying in the New Zealand outdoor environment
Initiating interactions in the toddler peer group
Two-year old children often express their understanding and intentions through embodied interactions as they co-produce social relationships. This article presents findings from an ethnomethodological study using conversation analysis to explore turn-taking in toddlers’ interactions in a preschool in Iceland. Here, we focus on how toddlers initiate interaction through touch and gaze. These findings demonstrate that toddlers are adept at reading s…
Children’s co-construction of gender segregated spaces
This article aims to add to a growing body of work that applies an ethnomethodological framework to the study of children’s play and games, and also to the exploration of the use of gender categories in social organization practices. Video recordings of four-year-old children’s everyday play at an early childhood centre in New Zealand and primary school playground in mid-Wales, UK are analysed through detailed transcriptions using membership cate…
Children’s embodied and linguistic organization of peer inclusion and exclusion
This issue is the first of the two special issues on children's inclusion and exclusion. It begins in an Icelandic context exploring social organization practices with toddler children to reveal how they initiate an interaction with their peers (Bryndis Gunnarsdottir & Amanda Bateman, 'Initiating interactions in the toddler peer group: Embodied conversation starters'). We then move to Japan and Sweden to continue our interest in how children recr…
‘Let’s play crocodiles’
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 improv…
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 e…
Conversation analysis as a creative research methodology
Conversation analysis (CA) has become increasingly prevalent in early childhood education research interested in exploring children’s everyday interactions with others. Positioning CA as a creative methodology, this article demonstrates one practical and applied way of ‘doing’ CA research with early childhood teacher-practitioners that facilitates authentic ways of listening to children’s voices and offers direct implications for practice. Aligni…
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 a…
Translanguaging in Welsh early years traditional storytelling activities
With an increased interest on how heritage languages might be supported in educational contexts globally we suggest here that translanguaging offers one potential practical solution. Originating in Wales, translanguaging is positioned as an intentional pedagogical practice endorsed by the Welsh government, and explored in situ here. Focusing on the beginning of a storytelling activity about the Welsh collection of stories – The Mabinogion – in a …
Mother–Infant Interactions in the Lab Setting: Collaborative Participation Frameworks and Task Orientation
The study discussed in this article aimed to understand how pre-activity formulations are designed and accomplished by mothers in play interactions as everyday interactional business. Here, we report specifically on instances during lab-based interactions where the mother orients to the lab-based task of singing with their infant, and discuss the potential implications of such participant orientation on the type of data collected. Multimodal conv…
Observing and imitating as a pre-opening: Exploring toddler sociality in the peer group
Psychology (19 works) · Language, Discourse, Communication Strategies (16 works) · Conversation (13 works) · Conversation analysis (12 works) · Communication (11 works) · Social Psychology (11 works) · Developmental psychology (10 works) · Sociology (10 works) · Multilingual Education and Policy (9 works) · Embodied cognition (7 works)