Epistemic responsibility predicts developing frame awareness in early childhood

A language socialization perspective

Bibliographic Data

ID5965819
AuthorsSarah Rose Bellavance (0000-0002-6474-0521, New York University, corresponding author)
Year2022
Volume24
Issue6
Pages675-691
Publication date2022-12-01
Open AccessYes
TypeARTICLE
VenueDiscourse Studies (JOURNAL)
Journal identifiersISSN: 1461-4456 • E-ISSN: 1461-7080
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/14614456221111640
OpenAlexW4287378496
LanguageEN
Citations received1
References cited22

This article examines the emergent relationship between epistemic responsibility and frame awareness in early childhood, wherein a mother uses language socialization practices to guide her child into a new frame. The pair co-constructs the parameters of the new frame through negotiation of epistemic responsibility and remedial interchanges. The analysis demonstrates that these remedial interchanges arise from conflicting understandings of the embeddedness of frames and the epistemic dynamics that these frames entail. The child maintains epistemic primacy in her concurrent play frame, which carries over to the recording activity given that the recording activity is embedded within her larger play frame. I argue that the data predict epistemic responsibility to be acquired earlier than the ability to shift epistemic dynamics outside of role-play. This study contributes to our understanding of frame and epistemic development in early childhood

Cognitive reframing · Developmental psychology · Early childhood · Embeddedness · Empathy · Epistemology · Frame analysis · Mathematics education · Negotiation · Perspective-taking · Remedial education · Social science · Socialization · Sociology · Computer Science · Language Development and Disorders · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Psychology · Social Psychology

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