Everyday preschool talk about Christchurch earthquakes
Everyday preschool talk about Christchurch earthquakes
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学前班每天谈论基督城地震
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
J. Howard
中科院分区：
文献类型：
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作者：
Amanda Bateman;S. Danby;J. Howard
本文调查了2010年9月和2011年2月新西兰基督城地震后幼儿与老师的互动。利用会话分析和心理学文献，我们集中在一个户外游览参观被地震破坏的水管，以显示参与者如何相互完成的麻烦和故事。从谈论受损环境到反思实际地震事件的关键话语的使用也很明显。这篇文章展示了教师如何启动和促进儿童的非正式和自发的故事讲述作为一个interceptor资源讨论创伤事件。
This article investigates young children’s interactions with their teachers following the Christchurch earthquakes in New Zealand in September 2010 and February 2011. Drawing on conversation analysis and psychological literature, we focus on one outdoor excursion to visit a water pipe broken by the earthquake to show how the participants mutually accomplished trouble-telling and storying. The use of pivotal utterances to transition from talking about the damaged environment to reflecting on actual earthquake events is also evident. This article shows how teachers initiate and prompt children’s informal and spontaneous story telling as an interactional resource for discussing traumatic events.