Article published in:
Journal of Argumentation in Context
Vol. 7:1 (2018) ► pp. 1–17

Establishing validity among pre-school children

| University Marburg
| University Halle-Wittenberg

This paper lays out theoretical considerations and first analyses on the giving of and asking for reasons among preschool children age 3–7 in natural child-child play interaction. We attempt to give an integrated, multimodal analysis of the verbal, paraverbal and extraverbal means of these reasoning activities. In our data we find many instances of younger children who are giving reasons during play interaction. Often these reasoning activities do not occur in an open conflict and are not primarily directed at working out a local dissensus. Rather, these interactions seem to foreground the epistemic function of argumentation. We will argue that these practices should be understood and researched as early forms of argumentation.

Keywords: argumentation, validity, child-child communication, cooperation, multimodality
Article outline
  • 1.Introduction
  • 2.Children arguing: between the management of dissensus and the establishment of validity
  • 3.“Embodied eloquence”, multimodality and protorhetoric
  • 4.Method and data
  • 5.Two exemplary analyses
    • 5.1What is a restaurant?
    • 5.2“Now it works supergood”
  • 6.Conclusion
  • Acknowledgements
  • Notes
  • References
Published online: 07 May 2018
https://doi.org/10.1075/jaic.16019.han
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