It farts: the situated management of social organization in a kindergarten peer group

TY - JOUR

T1 - It farts

T2 - the situated management of social organization in a kindergarten peer group

AU - Karrebæk, Martha Sif

PY - 2011/9

Y1 - 2011/9

N2 - This article presents a micro-analysis of a kindergarten play trajectory, involving four young boys. Focus is on the on-going creation of social organization, which is shown to depend on fast changes in framings (Goffman, 1974) and, consequently, in participation framework (Goffman, 1981). This analysis of moves in social space constitutes a social choreography (Aronsson, 1998). I show that play participation is an achievement in itself. Yet participation status needs continuous corroboration. Also, I argue that children's social success depend on individual competences as well as on other children's agendas and interactional strategies. Some children's agency and rights do not receive social recognition in the hierarchically organized group. Semiotic resources other than language are included in the analyses, and acts of repetition are emphasized. I conclude that although repetition is used to demonstrate alignment, establish intersubjectivity and coherence, it may also be treated as a sign of limited understanding.

AB - This article presents a micro-analysis of a kindergarten play trajectory, involving four young boys. Focus is on the on-going creation of social organization, which is shown to depend on fast changes in framings (Goffman, 1974) and, consequently, in participation framework (Goffman, 1981). This analysis of moves in social space constitutes a social choreography (Aronsson, 1998). I show that play participation is an achievement in itself. Yet participation status needs continuous corroboration. Also, I argue that children's social success depend on individual competences as well as on other children's agendas and interactional strategies. Some children's agency and rights do not receive social recognition in the hierarchically organized group. Semiotic resources other than language are included in the analyses, and acts of repetition are emphasized. I conclude that although repetition is used to demonstrate alignment, establish intersubjectivity and coherence, it may also be treated as a sign of limited understanding.

U2 - 10.1016/j.pragma.2011.05.008

DO - 10.1016/j.pragma.2011.05.008

M3 - Journal article

SN - 0378-2166

VL - 43

SP - 2911

EP - 2931

JO - Journal of Pragmatics

JF - Journal of Pragmatics

IS - 12

ER -