Producing Contexts for Young Children’s Digital Technology Use: Web Searching During Adult-Child Interactions at Home and Preschool

Abstract

This chapter examines a young child’s use of digital technologies to search the Web at home and at preschool. Conversation analysis of social interactions that occurred during the Web searching informs our consideration of similarities and differences evident between the child’s digital activities in the two settings. The comparison establishes that the child’s social interaction with adults at home and at preschool situated him rather differently and, consequently, that different opportunities for digital technology use were produced. Our findings highlight the necessity for young children to participate effectively in the varying practices with digital technology that homes and preschools may provide.

Appendix

1.1 Transcription Conventions

[[:

Utterances that begin at the same time.

[:

Overlap in speakers’ talk.

]:

Point where simultaneous talk finishes

=:

Talk between speakers latches of follows without a break

( ):

Indicates length of silence e.g. (0.2)

::::

Indicates that a prior sound is prolonged e.g. li::ke

-:

Word is cut off e.g. ta-

> <:

Words enclosed within are said at a faster pace than surrounding talk

?:

Rising inflection

.:

Stopping fall in tone

,:

Continuing intonation

!:

Animated tone

↑:

Marked rise in pitch

↓:

Marked fall in pitch

no :

Underline indicating greater emphasis

CA:

Upper case indicates loudness

°:

Softness e.g. It’s a °secret°

.hhh:

In-breath

(it is):

Words within are uncertain

( ):

Indicates that some word/s could not be worked out

(( )):

Verbal descriptions e.g. ((sits down)) (Adapted from Atkinson and Heritage 1999)