Browsing by Author "Eloranta, Lotta"

Aims. The aim of this study was to examine peer exclusion in ECEC. The main interest of this study was to describe peer exclusion during childrens actions while they play and communicate each other’s. This study also investigates how children acts while they exclusion others. Theoretically, the study draws upon conversational analysis approach of multimodal interaction. The research questions were: (1) What kind of is the peer exclusion in kindergarten, (2) What kind of is the social structure in situations of peer exclusion. Methods. This research was a qualitative study of interaction. The videodata used in this study was collected in a daycare center in Southern Finland in spring 2017. Data of this study consist of 25 episodes that were identified from the original 50 h video corpus. Children who participated in this study were between 1 to 4 years old. This studys episodes were analysed by multimodal interaction analysis. Results and conclusions. The peer exclusion occurred especially during childrens play. The child was excluded from play and play group. Peer exclusion appeared also using play material and toys. At that time, the child moved the toys away from the other child. Children’s birthday party conversations were also sometimes exclusionary. Exclusion occurred through language, gazes and gestures, body and body movement, and the use of material. Either one or more children participated in the peer exclusion. When one child behaved in an exclusionary manner the ”I”-speech, direct rejection speech and body movement emerged in the interaction. External factors of the child, such as younger age, were also appealed. When several children behaved in an exclusionary manner, exclusion became a group phenomenon, often verified through “we”-speech. Peer exclusion occurred especially when the adult was not present in the situation.