- Linköping, Ostergotlands Lan, Sweden
Asta Cekaite
Linköping University, Department of Child Studies, Faculty Member
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Embodied Family Choreography documents the lived and embodied practices employed to establish, maintain, and negotiate intimate social relationships in the family, examining forms of control, care, ...
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In recent decades, refugee immigration has had significant impact on educational contexts in Sweden, with preschools the primary arenas for young children’s language learning experiences. The present study examines second language and... more
In recent decades, refugee immigration has had significant impact on educational contexts in Sweden, with preschools the primary arenas for young children’s language learning experiences. The present study examines second language and literacy training practices for immigrant children (aged 1–5) in preschools in Sweden. The empirical data consist of video recordings of teacher-guided play activities. These were designed to create rich linguistic and cultural environments facilitating active and democratic participation by the children. Guided play activities were developed in close collaboration between teachers and researchers during action-based interventions that were aimed at constructing child-oriented participatory language learning practices in ethnically and linguistically diverse ECEC settings. The children’s first languages were Tigrinya, Arabic dialects, Somalian, Kurdish dialects, Russian, Spanish and Swedish. The participatory learning potential of guided play was colla...
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This paper explores children’s practices of social inclusion by focusing on their recruitment of peers into play activities. Utilizing data of naturally occurring interaction in Swedish and Japanese preschools, it details four episodes in... more
This paper explores children’s practices of social inclusion by focusing on their recruitment of peers into play activities. Utilizing data of naturally occurring interaction in Swedish and Japanese preschools, it details four episodes in which children deployed multimodal resources in recruiting peers to begin or join play. The analysis reveals how children can lay the groundwork for recruitments through pre-sequences aimed at securing peer attention and availability. It shows how, when faced with rejection, they can transform their recruitment strategies. The analysis also reveals how children collaborate in recruiting peers, and how they deploy certain strategies, such as the assignment of roles in ways that treat the peer as a willing participant. The findings are discussed in relation to peer inclusion as potentially having a reciprocal nature: in attempting to include someone, one also tries to be included in shared activity.
Research Interests: Psychology and Reciprocal
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COOBA Erasmus
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The present study examines sibling’ conflict trajectories with a specific focus on acts of sabotage – deliberate obstruction or destruction of activities with an object. Multimodal interaction analysis is used to understand how siblings’... more
The present study examines sibling’ conflict trajectories with a specific focus on acts of sabotage – deliberate obstruction or destruction of activities with an object. Multimodal interaction analysis is used to understand how siblings’ conflicts are organised through multiple (verbal and embodied) practices. We further draw on childhood studies that focuses on children’s material practices and use the term enactment to better understand human-nonhuman relations. The study found that children put considerable time and energy into configuring deceptive bodies that both organised and disrupted their local moral orders.
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Abstract This paper explores pragmatic socialization by examining episodes of two to three - year-old children’s crying and adults’ responses to this crying in two preschools: Sweden and Japan. Based on approximately 100 hours of... more
Abstract This paper explores pragmatic socialization by examining episodes of two to three - year-old children’s crying and adults’ responses to this crying in two preschools: Sweden and Japan. Based on approximately 100 hours of naturally occurring interactions, it focuses on crying episodes that emerged within peer conflict, and analyzes ways that teachers structured a triadic framework of mediation. The results show how teachers mediated by using (1) question-response sequences to clarify what happened and (2) directives and declaratives to convey norms of behaving/speaking and to attune children to the crying of others as a negative affective act that requires a remedial response. The results reveal similarities and variations in adults’ responses to children’s crying in the two preschools. Although the findings in part instantiate traditional models of socialization in these two societies, they also suggest ways that departed from these models.
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Abstract Taking its point of departure from sociocultural perspectives, the present study examines 2–3-year-old children's responses to peers' crying in a regular Swedish preschool. By analyzing video recordings of the... more
Abstract Taking its point of departure from sociocultural perspectives, the present study examines 2–3-year-old children's responses to peers' crying in a regular Swedish preschool. By analyzing video recordings of the children's everyday activities and frequent situations of crying in peer play conflicts, the study identifies the broad range of children's responses to peer distress. Children's orientation towards a crying peer is discussed in relation to their social concerns, relationships, and the institutional characteristics of preschool play activities. The children's most common orientation to peer's crying was to stay away from the child in distress by simply observing him (looking at him), or by continuing play. Children actively engaged with the crying child by continuing the conflict or, on rare occasions, showing compassion (trying to verbally and nonverbally alleviate the crying child's distress). Children's responses to peer's crying are discussed in terms of collective socialization practices, related to children's peer group play concerns, and institutional concerns of educators. We argue that responses to children's crying constitute sites for emotion and moral socialization and (re)-produce specific cultural values about compassionate conduct, the normative appropriateness of crying, and caregiver–child responsibilities for alleviating another's distress.
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This study examines normativity of affect and the affective embeddedness of normativity, instantiated as verbal and embodied stances taken by the participants in adult-child remedial interchanges. The data are based on one year of video... more
This study examines normativity of affect and the affective embeddedness of normativity, instantiated as verbal and embodied stances taken by the participants in adult-child remedial interchanges. The data are based on one year of video fieldwork in a first-grade class at a Swedish primary school. An ethnographically informed analysis of talk and multimodal action is adopted. The findings show that the children’s affective and normative transgressions provided discursive spaces for adult moral instructions and socialization. However, the children’s compliant responses were resistant and subversive. They were designed as embodied double-voiced acts that indexed incongruent affective and moral stances. The findings further revealed several ways of configuring embodied double-voiced responses. The children juxtaposed multiple modalities and exploited the expectations of what constitutes appropriate temporal duration, timing, and shape of nonverbal responses. They (i) combined up-scaled...
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Skamt, lek och sprakovningar : Om deltagande och andraspraksklarande i en forberedelseklass.
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The assessment of prospective adoptive parents is a complex task for professional social workers. In this study, we examine the structure and function of professional social workers’ follow-up questions in assessment talk with adoption... more
The assessment of prospective adoptive parents is a complex task for professional social workers. In this study, we examine the structure and function of professional social workers’ follow-up questions in assessment talk with adoption applicants. The analysis shows that adoption assessment through interviews involved a delicate and complex task that was accomplished by using a particular genre of institutional talk. This both invited the applicants’ extended and ‘open-ended’ responses and steered these responses and their development towards the institutionally relevant topics. Detailed interaction analysis demonstrates that social workers used a broad range of question types to steer and guide applicants’ responses, organising talk about specific assessment topics. On the basis of initial open-ended topic initiations and applicants’ responses, the social workers steered topic development by using follow-up moves such as polar questions and clarifying questions that asked for speci...
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This resource book offers a set of practical activities, designed to foster cooperation, communication and conflict management skills for young people, especially those who are facing significant marginalisation and needing to improve... more
This resource book offers a set of practical activities, designed to foster cooperation, communication and conflict management skills for young people, especially those who are facing significant marginalisation and needing to improve their soft skills to interact with greater ease in formal and professional contexts.