Charlotte Cobb‐moore
Biographic Data
| ID | 4016157 |
|---|---|
| NAME | Charlotte Cobb‐moore |
| GIVEN NAMES | Charlotte |
| FAMILY NAME | Cobb‐moore |
| SIGNATURE | MOORE C C |
| AFFILIATIONS | Queensland University of Technology |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 45 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 4 |
Basically it's the Usual Whole Teen Girl Thing: Stage-of-Life Categories on a Children and Young People's Helpline
This article explores the practices of membership categorization in the interactions of clients and counselors on a national Australian helpline (Kids Helpline [KHL]) for children and young persons. Our focus is on membership categories drawn from three membership category devices (MCDs): stage-of-life (SOL), age, and family. Analysis draws on data across different contact modalities-email and web-counseling sessions-to examine how category-gener…
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…
Teachers’ and children’s personal epistemologies for moral education: Case studies in early years elementary education
Educational policy for citizenship in the early years in Australia
Understandings of young children as active and capable citizens, while evident in discourses of early childhood education and research, are not widely reflected in the policy for the early years of schooling in Australia. This paper makes an analysis of the gaps and tensions between discourses of young children as active citizens and policy for citizenship education at the national level in Australia and at the Queensland State level. There is a …
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…
Young children as rule makers
Basically it's the Usual Whole Teen Girl Thing: Stage-of-Life Categories on a Children and Young People's Helpline
This article explores the practices of membership categorization in the interactions of clients and counselors on a national Australian helpline (Kids Helpline [KHL]) for children and young persons. Our focus is on membership categories drawn from three membership category devices (MCDs): stage-of-life (SOL), age, and family. Analysis draws on data across different contact modalities-email and web-counseling sessions-to examine how category-gener…
Teachers’ and children’s personal epistemologies for moral education: Case studies in early years elementary education
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…
Educational policy for citizenship in the early years in Australia
Understandings of young children as active and capable citizens, while evident in discourses of early childhood education and research, are not widely reflected in the policy for the early years of schooling in Australia. This paper makes an analysis of the gaps and tensions between discourses of young children as active citizens and policy for citizenship education at the national level in Australia and at the Queensland State level. There is a …
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…
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
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…
Teachers’ and children’s personal epistemologies for moral education: Case studies in early years elementary education
Educational policy for citizenship in the early years in Australia
Understandings of young children as active and capable citizens, while evident in discourses of early childhood education and research, are not widely reflected in the policy for the early years of schooling in Australia. This paper makes an analysis of the gaps and tensions between discourses of young children as active citizens and policy for citizenship education at the national level in Australia and at the Queensland State level. There is a …
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…
Basically it's the Usual Whole Teen Girl Thing: Stage-of-Life Categories on a Children and Young People's Helpline
This article explores the practices of membership categorization in the interactions of clients and counselors on a national Australian helpline (Kids Helpline [KHL]) for children and young persons. Our focus is on membership categories drawn from three membership category devices (MCDs): stage-of-life (SOL), age, and family. Analysis draws on data across different contact modalities-email and web-counseling sessions-to examine how category-gener…
Psychology (7 works) · Sociology (7 works) · Social Psychology (6 works) · Developmental psychology (5 works) · Language, Discourse, Communication Strategies (4 works) · Social Psychology (3 works) · Social relation (3 works) · Categorization (2 works) · Child Development and Digital Technology (2 works) · Children's Rights and Participation (2 works)