Resources for early childhood educators in the ‘how’ of high-quality learning interactions.
Talking with children workshops, presentations, publications and website resources are designed to bring research in conversation analysis to early childhood teachers. This builds on the work of Professor Liz Stokoe, Dr Rein Sikveland and their colleagues who use the Conversation Analytic Role-Play Method (CARM) to illuminate the interactional practices in professional settings.
Associate Professor Amanda Bateman and Dr Amelia Church coordinate Talking with children, and they are keen to learn more about your professional interests and experience or research interests in interaction in early childhood education.
Professor Amanda Bateman
Mandy is a Professor of Early Years at Birmingham City University. She has led various research projects where she uses conversation analysis to explore peer-peer relationships and teacher-child interactions. Findings from these projects have been disseminated through national and international conference presentations, academic journal articles, book chapters and books, including Early Childhood Education: The Co-Production of Knowledge and Relationships, and the co-edited (with Amelia Church) Children’s Knowledge-in-interaction: Studies in Conversation Analysis; Children and Mental Health Talk: Perspectives on Social Competence; and Talking with children: A handbook for early childhood education.
Dr Amelia Church
Amelia is a Senior Lecturer in the Melbourne Graduate School of Education where she teaches subjects in qualitative research and applied conversation analysis. Amelia’s research in early childhood education focuses on the quality of learning interactions, with an earlier interest in children’s peer interactions (see her book Preference organization and peer disputes: How young children resolve conflict). More recently, her work with Mandy Bateman has been published in their co-edited books, and articles for the Journal of Pragmatics, the International Journal of Early Childhood and Teacher Development.