ERIC Number: ED155923
Record Type: RIE
Publication Date: 1978-Apr
Reference Count: 0
"We're Friends, Right?": Children's Use of Access Rituals in a Nursery School. Working Papers in Sociolinguistics, No. 43.
Corsaro, William A.
Little is known about how children gain interpersonal access in settings where adults are not present or are unavailable. This study sought to describe children's strategies for access into and withdrawal from peer interactive episodes in a nursery school. Data were collected from direct observations of two groups of children. One group attended morning sessions, the other afternoon sessions, and each group consisted of about 25 children. The first phase of data collection involved three weeks of unobtrusive monitoring, and was followed by two months of participant observation. Five months of video- taping peer interaction followed. Strategies were defined as being (1) episode access strategy; (2) episode withdrawal strategy; (3) access response; and (4) withdrawal response. Findings indicate that children have more complex strategies for access than for withdrawal routines. It is further concluded that access routines are learned in everyday peer activities, but that withdrawal routines may be dependent on formal training by adults. (AM)
Descriptors: Behavior Patterns, Child Language, Communicative Competence (Languages), Discourse Analysis, Interaction Process Analysis, Language Acquisition, Language Patterns, Language Research, Language Usage, Peer Acceptance, Peer Influence, Peer Relationship, Preschool Children, Social Relations, Sociolinguistics
Southwest Educational Development Laboratory, 211 East 7th Street, Austin, Texas 78701
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Southwest Educational Development Lab., Austin, TX.