Publications

Journal Articles

  1. & The Christchurch earthquake: lessons from the real-life experiences of early childhood teachers. Journal of Early Childhood Teacher Education, 1-13.
  2. & Methodology and professional development: Conversation Analytic Role-play Method (CARM) for early childhood education. Journal of Pragmatics 143, 242-254.
  3. Ventriloquism as early literacy practice: making meaning in pretend play. Early Years 38(1), 68-85.
  4. & Belonging and culturally nuanced communication in a refugee early childhood centre in Aotearoa New Zealand. Contemporary Issues in Early Childhood, 146394911878134
  5. Risk-taking in the New Zealand bush: issues of resilience and wellbeing. Asia-Pacific Journal of Research in Early Childhood Education, 12(2), 7-29.
  6. Hearing children’s voices through a conversation analysis approach. International Journal of Early Years Education 25(3), 241-256.
  7. Toddler collaborative story-making in pretend play.
  8. & Toddler agency and conversation analysis. Early Childhood Folio 21(1), 33-38.
  9. & Children’s use of objects in an early years playground. European Early Childhood Education Research Journal 25(1), 55-71.
  10. & 'Cheaters and Stalkers': Accusations in a classroom. Discourse Studies 17(1), 83-98.
  11. & Revealing the interactional features of learning and teaching moments in outdoor activity. European Early Childhood Education Research Journal 23(2), 264-276.
  12. & 'Cheaters and Stalkers': Accusations in a classroom. Discourse Studies 17(1), 83-98.
  13. & Revealing the interactional features of learning and teaching moments in outdoor activity. European Early Childhood Education Research Journal 23(2), 264-276.
  14. & The lore and law of the playground. International Journal of Play 3(3), 235-250.
  15. & Living in a broken world: how young children's well-being is supported through playing out their earthquake experiences. International Journal of Play 2(3), 202-219.
  16. Everyday preschool talk about Christchurch earthquakes. Australian Journal of Communication 40(1), 103-122.
  17. & Revealing the interactional features of learning and teaching moments in outdoor activity. European Early Childhood Education Research Journal 23(2), 264-276.
  18. Responding to children’s answers: questions embedded in the social context of early childhood education. Early Years 33(3), 275-288.
  19. Responding to children’s answers: questions embedded in the social context of early childhood education. Early Years 33(3), 275-288.
  20. & Recovering from the earthquake. Disaster Prevention and Management: An International Journal 22(5), 467-479.
  21. & Recovering from the earthquake. Disaster Prevention and Management: An International Journal 22(5), 467-479.
  22. Dispositional teaching in early childhood education.
  23. Asymmetries of knowledge between children and teachers on a New Zealand bush walk.
  24. & Living in a broken world: how young children's well-being is supported through playing out their earthquake experiences. International Journal of Play 2(3), 202-219.
  25. Forging friendships: The use of collective pro-terms by pre-school children. Discourse Studies 14(2), 165-180.
  26. Children's Agency, Children's Welfare: A Dialogical Approach to Child Development, Policy and Practice.
  27. Celebrating the co-construction of knowledge.
  28. Forging friendships: The use of collective pro-terms by pre-school children. Discourse Studies 14(2), 165-180.
  29. Huts and heartache: The affordance of playground huts for legal debate in early childhood social organisation. Journal of Pragmatics 43(13), 3111-3121.
  30. To intervene, or not to intervene, that is the question.
  31. Huts and heartache: The affordance of playground huts for legal debate in early childhood social organisation. Journal of Pragmatics 43(13), 3111-3121.
  32. Prosocial behaviour in preschool: The state of play.

Books

  1. Children’s Knowledge-in-Interaction. Springer Singapore.
  2. Children and knowledge-in-interaction: Studies in conversation analysis.
  3. & (Eds.). Teaching and learning in culturally diverse early childhood settings. Hamilton, New Zealand: Wilf Malcolm Institute of Educational Research.
  4. Conversation Analysis and Early Childhood Education: The co-production of knowledge and relationships.

Book Chapters

  1. Disputes in Everyday Life: Social and Moral Orders of Children and Young People. In When Verbal Disputes Get Physical. (pp. 267-295).
  2. Disputes in Everyday Life: Social and Moral Orders of Children and Young People. In When Verbal Disputes Get Physical. (pp. 267-295).
  3. Constructing Collectivity. In
  4. Using conversation analysis for understanding children's talk about traumatic events. In
  5. Playing with diversity: Learning stories in early childhood. In
  6. & Pursuing a Telling: Managing a Multi-unit Turn in Children’s Storytelling. In Children’s Knowledge-in-Interaction. (pp. 91-109). Springer, Singapore.
  7. I’m your best friend”: Peer Interaction and friendship in a multilingual preschool. In Maryanne Theobald (Ed.), Friendship and Peer Culture in Multilingual Settings. (pp. 171-196). Emerald.
  8. Indigenising outdoor play with young children in New Zealand. In The SAGE Handbook of Outdoor Play and Learning. SAGE.
  9. & Children’s Use of Objects in Their Storytelling. In Alexandra C. Gunn; Claudia A. Hruska (Ed.), Interactions in Early Childhood Education. (pp. 37-53). Singapore: Springer.
  10. & Bridging Transitions Through Cultural Understanding and Identity. In Pedagogies of Educational Transitions. (pp. 29-42). Springer, Cham.

Other Research Outputs

  1. (2017). Storytelling and early literacy practice .
  2. (2010). Children's co-construction of context: prosocial and antisocial behaviour revisited.