Children’s Play and Multimodality
| Number: | P82 |
| Organizer: | Evaldsson, Ann-Carita |
| Co-Organizer: | Amy Kyratzis |
| Abstract: | |
| In this panel particular attention will be given to how children deploy multiple interrelated modalities in play interaction with a focus children’s everyday play and game participation in situated activities across various settings. As will be demonstrated, studies of how children organize play activities in situ points to the need of analytic frameworks and representations of data that attend to the multimodal complexities in children’s play interaction. This includes how children creatively make use of language (requests, oppositions, format tying, code-switching), the body (gestures, bodily orientation, posture), locally relevant resources (pretend characters, character voices, play script props and toys) and other semiotic resources to accomplish the ‘as if’ framing of play and play roles in the midst of play. In addition, in shifting framings between play and non-play, participants also make relevant more global semiotic resources, including gender, popular culture and language ideologies. The papers in the panel provide empirically grounded studies based on longitudinal ethnographic video-recorded data of naturally occurring peer and sibling play interaction in schools, homes and neighborhoods among children of various social classes and ethnicities. For example Mexican-American immigrant children\'s use of code-switching and Swedish immigrant girls’ and boys’ organization of exclusion in peer play interaction in school. Moroccan immigrant children in Spain deploying code-switching and word-games, and girls\' Naples, Italy, use of dialect, mockery and theatricality in neighborhood games. Forms of attunement, engagement, and learning amidst shifting frames of task-related activities and play among middle class Los Angeles siblings and how Mayan siblings produce play frames through register and code-switching using multimodal resources. |
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