Toddler and Parent Interaction

The organisation of gaze, pointing and vocalisation

ORCID logoAnna Filipi | Australian Council for Educational Research
ISBN 9789027254368 | EUR 95.00 | USD 143.00
ISBN 9789027288769 | EUR 95.00 | USD 143.00
Google Play logo
This book provides a microanalysis of the interactions between four children and their parents starting when the children were aged 9 to 13 months and ending when they were 18 months old. It tracks development as an issue for and of interaction. In so doing, it uncovers the details of the organisation of the sequence structure of the interactions, and exposes the workings of language and social development as they unfold in everyday activities. The study begins with a description of pre-verbal children’s sequences of action and then tracks those sequences as linguistic ability increases. The analysis reveals a developing richness and complexity of the sequence structure and exposes a gap in Child Language studies that focus on the children’s and their carers’ actions in isolation from their sequential environment. By focusing on the initiating actions of both child and parent, and the response to those actions, and by capturing the details of how both verbal and nonverbal actions are organised in the larger sequences of talk, a more complete picture emerges of how adept the young child is at co-creating meaning in highly organised ways well before words start to surface. The study also uncovers pursuit of a response, and orientation to insufficiency and adequacy of response, as defining characteristics of these early interactions.
[Pragmatics & Beyond New Series, 192] 2009.  xiii, 268 pp.
Publishing status: Available
Table of Contents
“Insgesamt ist es ein sehr schönes, gut lesbares und kluges Buch, das uns Einblicke gewährt in Bereiche, in denen bisher ein eher unausgesprochenes Allgemeinwissen herrschte und die Anna Filipi in das Licht wissenschaftlicher Untersuchung gezogen hat.

Erwähnenswert ist auch, dass viele Videoaufnahmen der diskutierten Gesprächsausschnitte auf der Internetseite des Verlags (John Benjamins unter hinterlegt sind, von wo sie kostenlos heruntergeladen werden können.

“The book positions itself as speaking to researchers from both Child Language and CA backgrounds. Its contribution to the development of both lines of research makes it a valuable read for researchers from both traditions.”
Toddler and Parent Interaction is an impressive achievement that demonstrates the power of CA to elucidate the complexity of skills that very young children have acquired at various stages of development and develop over time. Filipi's findings confirm and elaborate upon the findings of Child Language studies, giving explicit details that are lacking in these studies. Most importantly, Filipi focuses our attention on the collaborative achievement of interaction between toddlers and their parents. This showcases the valuable additional insights that are afforded by using an interactional, microanalytic approach that examines both parent and child actions in the sequences in the naturally occurring interactions in which they occur as compared to simply examining either parent or child actions abstracted from their sequences in experimental set-ups. The work makes a thoughtful and estimable contribution to our understanding of the communicative competencies of very young children, and -- given the rigor of the analysis -- will prove valuable to students and scholars of conversation analysis, linguistics and early childhood development.”
Toddler and Parent Interaction: The organisation of gaze, pointing and vocalisation represents a valuable contribution to the study of child language. The emphasis on multimodality and meaning-making expression and perception beyond vocal utterances clarify the meaning potential of gazing, gesture, and silence in child language acquisition. Multimodality may be acknowledged, but it is still not achieving the attention it deserves in sociolinguistic or linguistic circles at large. For putting multimodality at the forefront in her study of the development of interactional skills in small children, Filipi deserves credit.”
Cited by

Cited by 79 other publications

Bateman, Amanda
2014. Children’s use of Englishwein a primary school in Wales. In Constructing Collectivity [Pragmatics & Beyond New Series, 239],  pp. 227 ff. DOI logo
Bateman, Amanda & Margaret Carr
2017. Pursuing a Telling: Managing a Multi-unit Turn in Children’s Storytelling. In Children’s Knowledge-in-Interaction,  pp. 91 ff. DOI logo
Bateman, Amanda & Amelia Church
2017. Children’s use of objects in an early years playground. European Early Childhood Education Research Journal 25:1  pp. 55 ff. DOI logo
Bateman, Amanda, Susan Danby & Justine Howard
2013. Living in a broken world: how young children's well-being is supported through playing out their earthquake experiences. International Journal of Play 2:3  pp. 202 ff. DOI logo
Behrens, Heike & Stefan Pfänder
2022. Cognitive Linguistics meets Interactional Linguistics: Language development in the arena of language use. Yearbook of the German Cognitive Linguistics Association 10:1  pp. 217 ff. DOI logo
Bengochea, Alain, Sabrina Sembiante & Mileidis Gort
2020. Attracting and Responding to an Audience: Preschoolers’ Multimodal Composing in Show-and-Tell Activity. Language Arts 97:3  pp. 135 ff. DOI logo
Berducci, Domenic
2010. From Infants' Reacting to Understanding: Grounding Mature Communication and Sociality Through Turn-Taking and Sequencing. Psychology of Language and Communication 14:1 DOI logo
Berducci, Domenic F.
2016. Infants’ pain cries: Natural resources for co-creating a proto-interaction order. Theory & Psychology 26:4  pp. 438 ff. DOI logo
Bottema-Beutel, Kristen, Shannon Crowley & So Yoon Kim
2022. Sequence organization of autistic children’s play with caregivers: Rethinking follow-in directives. Autism 26:5  pp. 1267 ff. DOI logo
Brown, Penelope & Suzanne Gaskins
2014. Language acquisition and language socialization. In The Cambridge Handbook of Linguistic Anthropology,  pp. 187 ff. DOI logo
Casillas, Marisa
2014. Turn-taking. In Pragmatic Development in First Language Acquisition [Trends in Language Acquisition Research, 10],  pp. 53 ff. DOI logo
2016. Turn-taking, timing, and planning in early language acquisition. Journal of Child Language 43:6  pp. 1310 ff. DOI logo
Church, Amelia & Amanda Bateman
2020. Conversation analytic role-play method (CARM) for early childhood teacher education. Teacher Development 24:5  pp. 652 ff. DOI logo
Church, Amelia & Caroline Cohrssen
2021. The Mechanics of Interaction in Early Childhood STEAM. In Embedding STEAM in Early Childhood Education and Care,  pp. 217 ff. DOI logo
Cobelas Cartagena, María Ángeles & Gabriela Prego-Vázquez
2019. Participation frameworks and socio-discursive competence in young children: The role of multimodal strategies. Discourse Studies 21:2  pp. 135 ff. DOI logo
Deppermann, Arnulf & Simona Pekarek Doehler
2021. Longitudinal Conversation Analysis - Introduction to the Special Issue. Research on Language and Social Interaction 54:2  pp. 127 ff. DOI logo
Doehler, Simona Pekarek & Virginie Fasel Lauzon
2015. Documenting Change Across Time. In The Handbook of Classroom Discourse and Interaction,  pp. 409 ff. DOI logo
Filipi, Anna
2014. Conversation Analysis and pragmatic development. In Pragmatic Development in First Language Acquisition [Trends in Language Acquisition Research, 10],  pp. 71 ff. DOI logo
Filipi, Anna
2015. The Development of Recipient Design in Bilingual Child-Parent Interaction. Research on Language and Social Interaction 48:1  pp. 100 ff. DOI logo
2016. How children aged seven to twelve organize the opening sequence in a map task. Journal of Child Language 43:4  pp. 731 ff. DOI logo
Filipi, Anna
2017. The Emergence of Story-Telling. In Children’s Knowledge-in-Interaction,  pp. 279 ff. DOI logo
Filipi, Anna
2018. Making Knowing Visible: Tracking the Development of the Response Token Yes in Second Turn Position. In Longitudinal Studies on the Organization of Social Interaction,  pp. 39 ff. DOI logo
Filipi, Anna
2020. Conversation Analysis and Child Language Acquisition. In The Encyclopedia of Applied Linguistics,  pp. 1 ff. DOI logo
Filipi, Anna
2022. The Shape of Child-Initiated Pretend Play in Interactions with a Parent at Ages 15 Months and 3. In Storytelling Practices in Home and Educational Contexts,  pp. 27 ff. DOI logo
Filipi, Anna & Sophie Lissonnet
2013. Investigating the Online Interactions of a Team of Test Developers Working in a Wiki Environment. In Cases on Performance Measurement and Productivity Improvement,  pp. 362 ff. DOI logo
Filipi, Anna, Maryanne Theobald & Binh Thanh Ta
2022. Storytelling Practices with Children in the Home: Section Introduction. In Storytelling Practices in Home and Educational Contexts,  pp. 21 ff. DOI logo
Fischer, Kerstin
2015. Situation in grammar or in frames?. Constructions and Frames 7:2  pp. 258 ff. DOI logo
Fischer, Kerstin
2016. The Situatedness of Pragmatic Acts: Explaining a Lamp to a Robot. In Pragmemes and Theories of Language Use [Perspectives in Pragmatics, Philosophy & Psychology, 9],  pp. 901 ff. DOI logo
Fischer, Kerstin
2023. Chapter 7. Risk and responsibility in human-robot interaction. In Risk Discourse and Responsibility [Pragmatics & Beyond New Series, 336],  pp. 172 ff. DOI logo
Fischer, Kerstin, Katrin Lohan, Joe Saunders, Chrystopher Nehaniv, Britta Wrede & Katharina Rohlfing
2013. 2013 International Conference on Collaboration Technologies and Systems (CTS),  pp. 210 ff. DOI logo
Forrester, Michael
2019. Psychoanalytic Underpinnings of Socially-Shared Normativity. Frontiers in Psychology 10 DOI logo
Gan, Yumei
2021. ‘Awww, she is feeding you’. Research on Children and Social Interaction 5:1 DOI logo
Gan, Yumei & Susan Danby
2021. Investigating interactions from the children’s perspective. Research on Children and Social Interaction 5:1 DOI logo
Gardner, Rod & Ilana Mushin
2017. Epistemic Trajectories in the Classroom: How Children Respond in Informing Sequences. In Children’s Knowledge-in-Interaction,  pp. 13 ff. DOI logo
Gunnarsdottir, Bryndis & Amanda Bateman
2022. Initiating interactions in the toddler peer group. Research on Children and Social Interaction 6:1 DOI logo
Hayano, Kaoru & Danielle Pillet-Shore
2023. Introduction. Research on Children and Social Interaction 7:1 DOI logo
Heller, Vivien & Katharina J. Rohlfing
2017. Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play. Frontiers in Psychology 8 DOI logo
Kelly, Barbara F.
2014. Temporal synchrony in early multi-modal communication. In Language in Interaction [Trends in Language Acquisition Research, 12],  pp. 117 ff. DOI logo
Kim, Younhee & Andrew P. Carlin
2022. “How was your day?”. Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 32:2  pp. 246 ff. DOI logo
Kockelman, Paul, N. J. Enfield & Jack Sidnell
2014. Process and formation. In The Cambridge Handbook of Linguistic Anthropology,  pp. 183 ff. DOI logo
Lam Hoang, Thi Giang & Anna Filipi
2019. In pursuit of understanding and response: a micro-analysis of language alternation practices in an EFL university context in Vietnam. The Language Learning Journal 47:1  pp. 116 ff. DOI logo
Lignier, Wilfried
2021. Symbolic Power for Beginners: The Very First Social Efforts to Control Others’ Actions and Perceptions. Sociological Theory 39:4  pp. 201 ff. DOI logo
Liu, Ruey-Ying
2022. Guiding Children to Respond: Prioritizing Children’s Participation Over Interaction Progression. Research on Language and Social Interaction 55:2  pp. 184 ff. DOI logo
Liu, Ruey-Ying
2024. Co-constructing parenthood in multiparty interaction: Orienting to parents’ rights and responsibilities to act on behalf of others. Discourse Studies 26:1  pp. 48 ff. DOI logo
MacMartin, Clare, Jason B. Coe & Cindy L. Adams
2014. Treating Distressed Animals as Participants: I Know Responses in Veterinarians’ Pet-Directed Talk. Research on Language and Social Interaction 47:2  pp. 151 ff. DOI logo
Madhavan, Rajalakshmi & Nivedita Mani
2024. The quality of caregiver–child interaction is predicted by (caregivers’ perception of) their child’s interests. Royal Society Open Science 11:4 DOI logo
Morgenstern, Aliyah
Murray, Jane
2022. Any questions? Young children questioning in their early childhood education settings. European Early Childhood Education Research Journal 30:1  pp. 108 ff. DOI logo
Nevile, Maurice, Pentti Haddington, Trine Heinemann & Mirka Rauniomaa
2014. On the interactional ecology of objects. In Interacting with Objects,  pp. 3 ff. DOI logo
Nguyen, Hanh thi & Minh Thi Thuy Nguyen
2021. ‘But I want to say “I means love you”’. Research on Children and Social Interaction 5:2 DOI logo
Nicholson, Clare, W. Mick L. Finlay & Steven Stagg
2023. Self-determination and co-operation in supported mealtimes involving people with severe intellectual disabilities. Disability and Rehabilitation 45:17  pp. 2741 ff. DOI logo
Nomikou, Iris, Giuseppe Leonardi, Alicja Radkowska, Joanna Rączaszek-Leonardi & Katharina J. Rohlfing
2017. Taking Up an Active Role: Emerging Participation in Early Mother–Infant Interaction during Peekaboo Routines. Frontiers in Psychology 8 DOI logo
Nomikou, Iris, Giuseppe Leonardi, Karharina J. Rohlfing & Joanna Rączaszek‐Leonardi
2016. Constructing Interaction: The Development of Gaze Dynamics. Infant and Child Development 25:3  pp. 277 ff. DOI logo
Olson, Janet & Elise Frank Masur
2013. Mothers respond differently to infants’ gestural versus nongestural communicative bids. First Language 33:4  pp. 372 ff. DOI logo
Pekarek Doehler, Simona & Cécile Petitjean
2017. Introduction: Interactional Competences in Institutional Settings – Young People Between School and Work. In Interactional Competences in Institutional Settings,  pp. 1 ff. DOI logo
Pfeiffer, Martin & Marina Anna
2021. Recruiting Assistance in Early Childhood: Longitudinal Changes in the Use of “Oh+X” as a Way of Reporting Trouble in German. Research on Language and Social Interaction 54:2  pp. 142 ff. DOI logo
Pfänder, Stefan, Elke Schumann, Philipp Freyburger, Heike Behrens & Anna Buchheim
2024. Participation practices in mother-child interactions: longitudinal case studies. European Journal of Psychology of Education DOI logo
Raczaszek-Leonardi, Joanna, Iris Nomikou & Katharina J. Rohlfing
2013. Young Children’s Dialogical Actions: The Beginnings of Purposeful Intersubjectivity. IEEE Transactions on Autonomous Mental Development 5:3  pp. 210 ff. DOI logo
Remisiewicz, Łukasz & Dorota Rancew-Sikora
2022. A study of applause in family ritual. Discourse Studies 24:3  pp. 307 ff. DOI logo
Rendle-Short, Johanna
Rendle-Short, Johanna & Karin Moses
2010. Taking an Interactional Perspective: Examining Children's Talk in the Australian Aboriginal Community of Yakanarra. Australian Journal of Linguistics 30:4  pp. 397 ff. DOI logo
Rendle-Short, Johanna, Louise Skelt & Nicolette Bramley
2015. Speaking to Twin Children: Evidence Against the “Impoverishment” Thesis. Research on Language and Social Interaction 48:1  pp. 79 ff. DOI logo
Safont-Jordà, Maria-Pilar
2011. Early requestive development in consecutive third language learning. International Journal of Multilingualism 8:3  pp. 256 ff. DOI logo
Scriven, Brooke
2017. Producing Knowledge with Digital Technologies in Sibling Interaction. In Children’s Knowledge-in-Interaction,  pp. 313 ff. DOI logo
Smith, Jennifer & Mercedes Durham
2019. Sociolinguistic Variation in Children's Language, DOI logo
Ta, Binh Thanh
2022. Giving Advice Through Telling Hypothetical Stories in Doctoral Supervision Meetings. In Storytelling Practices in Home and Educational Contexts,  pp. 311 ff. DOI logo
Ta, Binh Thanh
2024. Collaboratively pursuing student uptake of feedback through storytelling: a conversation analytic study of interaction in team doctoral supervision. Applied Linguistics Review 0:0 DOI logo
Takada, Akira & Michie Kawashima
2017. Relating with an Unborn Baby: Expectant Mothers Socializing Their Toddlers in Japanese Families. In Children’s Knowledge-in-Interaction,  pp. 211 ff. DOI logo
Tam, Catherine L.
2022. Look At/Check X: An Attention-And-Approval-Seeking Device. Research on Language and Social Interaction 55:4  pp. 350 ff. DOI logo
Theobald, Maryanne, Anna Filipi & Binh Thanh Ta
2022. Considerations for Parenting, Education and L2 Speakers. In Storytelling Practices in Home and Educational Contexts,  pp. 427 ff. DOI logo
Wagner, Johannes, Simona Pekarek Doehler & Esther González-Martínez
2018. Longitudinal Research on the Organization of Social Interaction: Current Developments and Methodological Challenges. In Longitudinal Studies on the Organization of Social Interaction,  pp. 3 ff. DOI logo
Walker, Gareth
2013. Young Children's Use of Laughter After Transgressions. Research on Language & Social Interaction 46:4  pp. 363 ff. DOI logo
Waring, Hansun Zhang
2019. Voicing control: A child resource for “growing a head taller” . Semiotica 2019:231  pp. 147 ff. DOI logo
[no author supplied]
2010. Publications Received. Language in Society 39:4  pp. 587 ff. DOI logo
[no author supplied]
2011. PUBLICATIONS RECEIVED. Language in Society 40:1  pp. 135 ff. DOI logo
[no author supplied]
2012. References. In The Handbook of Conversation Analysis,  pp. 741 ff. DOI logo
[no author supplied]
2015. References. In Children's Intonation,  pp. 301 ff. DOI logo

This list is based on CrossRef data as of 12 may 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.



Main BIC Subject

CFG: Semantics, Pragmatics, Discourse Analysis

Main BISAC Subject

LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2009033620 | Marc record