The Communicative Competence of Young Children

By Susan Danby. 2002

152 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/e7ab2e469a623756fcafffc26f9cde3bce36f238

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Dwight Atkinson
2. J. Dunn
3. L. Davies
4. W. Sturgess
5. J. Mason
6. Susan Danby
7. Elinor Ochs

Citations in the corpus

• Extended, Embodied Cognition and Second Language Acquisition (2010, background): “Research on infants, for example, shows apparently innate anticipatory and synchronization abilities such as proto-turn-taking (Foster 1990), an activity which has serious consequences for caregiver– child bonding soon after birth.”
• Toward a sociocognitive approach to second Llanguage acquisition (2002, background): “borns are actively inducted into “languaging” (Becker, 1988) from day one, or almost certainly before (Foster, 1990; Locke, 1993, 1995).”
• Children as Experts in Their Lives: Child Inclusive Research (2011, background): “A research agenda that recognizes children and young people as competent interpreters of their everyday worlds opens up new research spaces for understanding their constructions of their social worlds ( Danby 2002, 2009 ).”
• Young children’s perceptions of their relationships with family members: Links with family setting, friendships, and adjustment (2001, methodology): “These methods are dif cult to employ with children whose reading or verbal comprehension skills are weak, and they are likely to present particular problems for young children, whose expressive abilities tend to develop more slowly than their receptive abilities (Foster, 1990).”
• The Novice Researcher: Interviewing Young Children (2011, background): “Some studies using conversation analysis have explored naturally occurring child–adult talk (Baker & Keogh, 1995; Danby, 2002; Danby & Baker, 2000; Filipi, 2007; Forrester, 2010; Wootton, 1981b).”
• Limitations and transformations of habitus in Child-Directed Communication (2005, background): “…(joint attention); proto-declaratives, i.e. pointing to indicate an object of interest, which typically appear at approximately nine months of age (Bates et al., 1979; Foster, 1990), are usually absent in the early communicative repertoire of autistic children (Curcio, 1978; Tager-Flasberg, 1993).”