Susan Danby
Biographic Data
| ID | 3674435 |
|---|---|
| NAME | Susan Danby |
| GIVEN NAMES | Susan |
| FAMILY NAME | Danby |
| SIGNATURE | DANBY S |
| VERIFIED | No |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 118 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 5 |
‘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…
‘Two’s company, three’s a crowd’
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 clai…
Investigating interactions from the children’s perspective
Looking beyond swiping and tapping: Review of design and methodologies for researching young children’s use of digital technologies
We conducted a systematic, in-depth literature review to examine the research around digital technology and media technologies for young children. We were particularly interested in understanding the range of research designs and specifics about elements of the method employed for researching digital technologies with young children (i.e., birth to 5 years). We focused precisely on this age group because it overlaps with the early childhood educa…
Identifying and addressing equivocal trouble in understanding within classroom interaction
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…
Parents as Coresearchers at Home: Using an Observational Method to Document Young Children’s Use of Technology
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 th…
How does homework ‘work’ for young children? Children’s accounts of homework in their everyday lives
Homework is an increasing yet under-researched part of young children’s everyday lives. Framed by the international agendas of starting strong and school accountability, homework in the lives of young children has been either overlooked or considered from the perspective of adults rather than from the perspective of children themselves. This paper redresses this situation by reporting on an Australian study of 120 young children, aged four to eig…
Aligning in and through interaction: Children getting in and out of spontaneous activity
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 dia…
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…
Disputes in Everyday Life: Social and Moral Orders of Children and Young People
Introduction : disputes in everyday life : social and moral orders of children and young people / Susan Danby, Maryanne Theobald -- Category relations, omnirelevance, and children's disputes / Stephen Hester, Sally Hester -- Will, you've got to share : disputes during family mealtime / Gillian Busch -- Responding to directives : what can children do when a parent tells them what to do? / Alexandra Kent -- "Pretend I was Mummy" : children's produc…
Testing the Vision: Preschool Settings as Places for Meeting, Bonding and Bridging
The OECD (2006 Starting Strong II: Early Childhood Education and Care. OECD Publishing: Paris) envisions early childhood education and care settings as meeting places for diverse social groups; places that build social capital. This vision was assessed in a comparison of three preschools types: full‐fee paying, subsidised‐fee and publicly funded. The social composition within each was examined and the connectedness of the children (n = 472) who a…
Script proposals: A device for empowering clients in counselling
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 chil…
The Novice Researcher: Interviewing Young Children
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 exa…
Advice-implicative Interrogatives: Building “Client-centered” Support in a Children’s Helpline
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 co…
Locking the unlockable: Children's invocation of pretence to define and manage place
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…
Young children as rule makers
I told you so: Justification Used in Disputes in Young Children's Interactions in an Early Childhood Classroom
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-record…
How to be Masculine in the Block Area
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 reveal…
Advice-implicative Interrogatives: Building “Client-centered” Support in a Children’s Helpline
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 co…
Young children as rule makers
The Novice Researcher: Interviewing Young Children
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 exa…
How to be Masculine in the Block Area
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 reveal…
Parents as Coresearchers at Home: Using an Observational Method to Document Young Children’s Use of Technology
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 th…
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…
Script proposals: A device for empowering clients in counselling
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 chil…
I told you so: Justification Used in Disputes in Young Children's Interactions in an Early Childhood Classroom
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-record…
Aligning in and through interaction: Children getting in and out of spontaneous activity
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 dia…
How does homework ‘work’ for young children? Children’s accounts of homework in their everyday lives
Homework is an increasing yet under-researched part of young children’s everyday lives. Framed by the international agendas of starting strong and school accountability, homework in the lives of young children has been either overlooked or considered from the perspective of adults rather than from the perspective of children themselves. This paper redresses this situation by reporting on an Australian study of 120 young children, aged four to eig…
Locking the unlockable: Children's invocation of pretence to define and manage place
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…
How to be Masculine in the Block Area
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 reveal…
I told you so: Justification Used in Disputes in Young Children's Interactions in an Early Childhood Classroom
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-record…
Young children as rule makers
Advice-implicative Interrogatives: Building “Client-centered” Support in a Children’s Helpline
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 co…
Locking the unlockable: Children's invocation of pretence to define and manage place
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…
Script proposals: A device for empowering clients in counselling
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 chil…
The Novice Researcher: Interviewing Young Children
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 exa…
Disputes in Everyday Life: Social and Moral Orders of Children and Young People
Introduction : disputes in everyday life : social and moral orders of children and young people / Susan Danby, Maryanne Theobald -- Category relations, omnirelevance, and children's disputes / Stephen Hester, Sally Hester -- Will, you've got to share : disputes during family mealtime / Gillian Busch -- Responding to directives : what can children do when a parent tells them what to do? / Alexandra Kent -- "Pretend I was Mummy" : children's produc…
Testing the Vision: Preschool Settings as Places for Meeting, Bonding and Bridging
The OECD (2006 Starting Strong II: Early Childhood Education and Care. OECD Publishing: Paris) envisions early childhood education and care settings as meeting places for diverse social groups; places that build social capital. This vision was assessed in a comparison of three preschools types: full‐fee paying, subsidised‐fee and publicly funded. The social composition within each was examined and the connectedness of the children (n = 472) who a…
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…
Aligning in and through interaction: Children getting in and out of spontaneous activity
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 dia…
How does homework ‘work’ for young children? Children’s accounts of homework in their everyday lives
Homework is an increasing yet under-researched part of young children’s everyday lives. Framed by the international agendas of starting strong and school accountability, homework in the lives of young children has been either overlooked or considered from the perspective of adults rather than from the perspective of children themselves. This paper redresses this situation by reporting on an Australian study of 120 young children, aged four to eig…
Identifying and addressing equivocal trouble in understanding within classroom interaction
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…
Parents as Coresearchers at Home: Using an Observational Method to Document Young Children’s Use of Technology
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 th…
Looking beyond swiping and tapping: Review of design and methodologies for researching young children’s use of digital technologies
We conducted a systematic, in-depth literature review to examine the research around digital technology and media technologies for young children. We were particularly interested in understanding the range of research designs and specifics about elements of the method employed for researching digital technologies with young children (i.e., birth to 5 years). We focused precisely on this age group because it overlaps with the early childhood educa…
‘Two’s company, three’s a crowd’
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 clai…
Investigating interactions from the children’s perspective
‘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…
Psychology (18 works) · Social Psychology (14 works) · Sociology (14 works) · Language, Discourse, Communication Strategies (11 works) · Developmental psychology (10 works) · Computer Science (9 works) · Communication (8 works) · Conversation (8 works) · Conversation analysis (7 works) · Political science (7 works)