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dc.contributor.author Wohlwend, Karen E.
dc.date.accessioned 2012-09-04T20:05:25Z
dc.date.available 2012-09-04T20:05:25Z
dc.date.issued 2009-03-01
dc.identifier.citation Wohlwend, K. E. (2009). Mediated discourse analysis: Researching children's nonverbal interactions as social practice. Journal of Early Childhood Research, 7(3), 228-243. en
dc.identifier.uri http://ecr.sagepub.com/content/7/3.toc en
dc.identifier.uri http://hdl.handle.net/2022/14639
dc.identifier.uri http://www.academia.edu/1908017/Mediated_discourse_analysis_Researching_childrens_nonverbal_interactions_as_social_practice
dc.identifier.uri http://scholar.google.com/citations?view_op=view_citation&hl=en&user=8Gtrs6UAAAAJ&pagesize=100&citation_for_view=8Gtrs6UAAAAJ:8k81kl-MbHgC
dc.description.abstract Young children often use actions rather than talk as they interact with objects and each other to strategically shape the social, material, and cultural environment. New dynamic research designs and methods are needed to capture the collaborative learning and social positioning achieved through children’s non-verbal interactions. Mediated discourse analysis (MDA), a hybrid ethnographic/sociolinguistic approach rooted in cultural-historical activity and practice theories, analyzes mediated actions with objects. A three-year ethnographic study of children’s literacy play illustrates the five-stage process in MDA research design that resulted in microanalysis of children’s activity with social practices, positioning and spaces that included and excluded peers. en
dc.language.iso en en
dc.publisher Sage en
dc.relation.isversionof This is a post-print; the final type-set article can be found on the Sage website for the Journal of Early Childhood Research. en
dc.subject cultural historical activity theory, mediated discourse analysis, methodology, participation, peer culture, social practice en
dc.title Mediated discourse analysis: Researching children's nonverbal interactions as social practice. en
dc.type Article en
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