liu.seSearch for publications in DiVA
Change search
Refine search result
1 - 5 of 5
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Andrén, Mats
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Children's expressive handling of objects in a shared world2017In: Intercorporeality: Emerging Socialities in Interaction / [ed] Christian Meyer, J Streeck and J. Scott Jordan, Oxford: Oxford University Press, 2017, p. 105-141Chapter in book (Refereed)
    Abstract [en]

    Theories of embodied interaction and environmental coupling have come a long way in their struggle with the slippery notions of mind, matter and sociality, but there is a need for systematic documentation of actual social practices to be carried out from this perspective, especially in relation to children. When parent- child interaction takes place in contexts where physical objects are involved, the handling of an object may suddenly stand out as having expressive (gestural) qualities over and above the instrumental aspects that may also be involved. What sort of expressive qualities may be found in such actions? What is it about these movements, in their context, that provide for their expressive qualities? In short, how do they come to mean (see also Cuffari & Streeck, this volume)? The aim is to provide a principled and systematic approach to address these questions, by focusing on micro-ecologies of expression that have their basis in how human bodies handle objects. The approach is applied to data from five Swedish children, recorded longitudinally between 18–30 months, in an attempt to begin answering the questions above. Asking such questions — empirically, theoretically, and conceptually — is a logical consequence of an approach to intersubjectivity that views it as emergent from embodied interaction. This view of intersubjectivity is a synthesis of, first and foremost, the work of Schutz, Mead and Merlau-Ponty.

  • 2.
    Andrén, Mats
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Multimodal constructions in children: Is the headshake part of language?2015In: Gesture, ISSN 1568-1475, E-ISSN 1569-9773, Vol. 14, no 2, p. 141-170Article in journal (Refereed)
    Abstract [en]

    Swedish children’s use of the headshake from 18 to 30 months shows a developmental progression from rote-learned and formulaic coordination with speech to increasingly more flexible and productive coordination with speech. To deal with these observations, I make use of the concept of multimodal constructions, to extend usage-based approaches to language learning and construction grammar by inclusion of the kinetic domain. These ideas have consequences for the (meta‑)theoretical question of whether gesture can be said to be part of language or not. I suggest that some speech-coordinated gestures, including the headshake, can be considered part of language, also in the traditional sense of language as a conventionalized system.

  • 3.
    Andrén, Mats
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Blomberg, Johan
    Lund University, Lund, Sweden.
    Children’s use of gesture and action with static and dynamic verbs2018In: Language, Interaction and Acquisition, ISSN 1879-7865, E-ISSN 1879-7873, Vol. 9, no 1, p. 22-39Article in journal (Refereed)
    Abstract [en]

    The present study investigates the use of gestures by 18-, 24- and 30-month-old Swedish children, as well as their practical actions in coordination with verbs. Previous research on connections between children’s verbs and gestures has mainly focused only on iconic gestures and action verbs. We expand the research foci in two ways: we look both at gestures and at practical actions, examining how the two are coordinated with static verbs (e.g. sleep) and dynamic verbs (e.g. fall). Thanks to these additional distinctions, we have found that iconic gestures and iconic actions (the latter in particular) most commonly occurred with dynamic verbs. Static verbs were most commonly accompanied by deictic actions and deictic gestures (the latter in particular). At 30 months, deictic bodily expressions, including both gestures and actions, increased, whereas iconic expressions decreased. We suggest that this may reflect a transition to less redundant ways of using bodily expressions at 30 months, where bodily movement increasingly takes on the role of specifying verb arguments rather than expressing the semantics of the verb itself.

  • 4.
    Andrén, Mats
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cekaite, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Don't laugh!: socialization of laughter and smiling in pre-school and school settings2017In: Children's knowledge-in-interaction: studies in Conversation Analysis / [ed] Amanda Bateman, Amelia Church, Singapore: Springer, 2017, p. 127-147Chapter in book (Refereed)
    Abstract [en]

    Although laughter and smiling is generally thought of in terms of positive emotions and values, this is not always the case. In this paper we analyze situations where children’s smiling and laughter are treated as undesirable by other participants—peers and teachers—in preschool and school settings. Participants’ treatment of children’s laughs and smiles as accountable, even sanctionable, provides one piece of the larger puzzle of how emotional expressions form an emerging social competence, negotiated and co-constructed in and through social interaction. The analysis shows how emotional expressions such as laughter and smiling are part of, and subject to, processes of socialization, i.e., social knowledge about embodied moral norms

  • 5.
    Cekaite, Asta
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Andrén, Mats
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Childrens Laughter and Emotion Sharing With Peers and Adults in Preschool2019In: Frontiers in Psychology, ISSN 1664-1078, E-ISSN 1664-1078, Vol. 10, article id 852Article in journal (Refereed)
    Abstract [en]

    The present study investigates how laughter features in the everyday lives of 3-5-year old children in Swedish preschools. It examines and discusses typical laughter patterns and their functions with a particular focus on childrens and intergenerational (child-adult/educator) laughter in early education context. The research questions concern: who laughs with whom; how do adults respond to childrens laughter, and what characterizes the social situations in which laughter is used and reciprocated. Theoretically, the study answers the call for sociocultural approaches that contextualize childrens everyday social interaction, e.g., in different institutions or homes, to study the diverse conditions society forms for learning, sociality, and socialization and development of shared norms. Methodologically, the study makes use of mixed methods: it uses descriptive statistics that identify prevalent patterns in laughter practices and, on the basis of these results, examines social-interactional situations of childrens laughter in detail. It was found that childrens laughter tended to be directed to children and adults laughter tended to be directed to adults. Eighty seven percent of childrens laughter was directed to other children, and adults directed their laughter to other adults 2.7 times as often as to children. The qualitative interaction analysis shows that children and adults exhibited different patterns of laughter. Children primarily sought and received affiliation through laughter in the peer group, and the adults were often focused on the institutional and educational goals of the preschool. Overall, the study shows that intergenerational reciprocal laughter was a rare occurrence and suggests that laughter between generations is interesting in that it can be seen as indicative of how children and adults handle alterity in their everyday life. By deploying multiple methods, the present study points to the importance of viewing emotion and normsharedness in social interaction not just as a matter of communicating an emotion from one person to another, but as an intricate process of inviting the others into or negotiating the common emotional and experiential ground.

1 - 5 of 5
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf