This book explores the distinct approaches of conversation analysis (CA) and cultural historical theory (CHT) to investigations of childhood storytelling with children aged 15 months to nine  years. The authors  draw on a rich set of data that depict children’s interactions with parents, teachers and peers as they talk together after having read stories, as they recount their experiences, as they enact stories through play, and as they participate in school activities in science and in literacy activities. The book demonstrates the matters that concern CA and CHT and explore in what ways comparisons can work to inform research design to understand how far the boundaries of approaches can be stretched, and the challenges in attempting to do so. In this process the authors focus on adding to knowledge about children’s rich interactional competencies and development, and on providing research-based evidence for parent, teacher and teacher educator practices.  weiterlesen