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Permanent URI for this communityhttps://mro.massey.ac.nz/handle/10179/294

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Subject: search.filters.subject.Interpersonal communication in children

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    Early childood educators' perspectives on children's communication development : a thesis presented in partial fulfilment of the requirements for the degree of Master of Speech and Language Therapy at Massey University, Albany, New Zealand
    (Massey University, 2018) Smith, Suanna Helen Jane
    In New Zealand (NZ), Speech-language Therapists (SLTs) work collaboratively with Early Childhood Educators (educators), empowering them to apply their knowledge and skills to interactions with children with communication difficulties within their early childhood education setting (ECE setting). There is limited information about NZ educators’ perspectives about children’s communication development within ECE settings. The aim of this research was to engage with educators in a way that could empower them to share their beliefs, ideas, and perceptions about their everyday communication interactions with young children. This qualitative study used semi-structured interviews to gather the lived experiences and perspectives from 10 educators working in NZ. Iterative coding of transcripts and rigorous Thematic Network Analysis preserved educator voice, while revealing common themes relevant across the sector. These four global themes were 1) communicative environment, 2) coming to know, 3) alignment, and 4) enactment. Findings suggested that when there is convergence among the elements included in the themes, educators believed that children’s communication outcomes were positively enhanced; when there was misalignment, educator frustration, distrust, and/or disengagement occurred, and children’s reported communication outcomes were not optimised. This information may be useful for SLTs wanting to engage with educators in a collaborative manner, enhancing teamwork through understanding, and facilitating robust communication interactions. It may also inform educators and their management teams about the multitude of factors that contribute to educators’ convergent enactment of communication practice, positively influencing children’s communication development in ECE settings.
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    A socio-cultural interpretation of young children's playful and humorous communication : a thesis presented in the fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2005) Alcock, Sophie Jane
    This qualitative and interpretive study explores how young children experience humour and playfulness in their communication. Data were gathered in three early childhood education centres. The ethnographic method used was primarily participant observation, with the aid of a video camera and tape-recorder. Socio-cultural historical activity theory informs both the methodological paradigm of the research and the framework for data analysis. The research focuses on systems of interactions rather than individuals. The diversity and complexity in children's playful and humorous communication is illuminated by presenting 24 narrative-like "events" involving such communication. This presentation makes clear the dynamic qualities and artifact-mediated dialectical nature of playful and humorous communication activity. "Artifacts" include material and non-material tools, symbols, and semiotic signs (Wartofsky, 1979). Relationships between the roles, rules, and the community of children and teachers engaged in each event are discussed. Tensions and contradictions in these relationships (including children's playful subversion of adult rules) are explored. This thesis argues that humour, playfulness, and imagination are shared and distributed across groups of children. Thus children's imaginations, including their individual experiences, are dynamically shared with and connect the group. Playful and humorous communication involves words, sounds, gestures, posture, rhythm, and movement. At times the synchronous movements and speech of children having fun together are like a spontaneously improvised dance. Boundaries between children are blurred by the activity. The children become united by shared and distributed imagination in playful and humorous diversity. This study suggests that individual children in early childhood centres should be viewed as fundamentally connected to each other. Individuals exist in relation to others. Children's relationships with others, their environment, and artifacts are central to understanding children's experience of playful and humorous communication.