Hilary Gardner is a lecturer in Human Communication Sciences at Sheffield University, UK, and has worked as a speech and language therapist with children for over 30 years. Michael Forrester is a senior lecturer in the School of Psychology at the University of Kent, UK. Previous publications include the Development of Young Children's Social- Cognitive Skills and Psychology of Language.

• Foreword by Elena Lieven viiIntroduction ixContributors xviiSECTION 1 INTERACTIONS BETWEEN TYPICALLY DEVELOPING CHILDREN AND THEIR MAIN CARERS 11 Next turn and intersubjectivity in children’s language acquisition 3Clare Tarplee2 Hm? What? Maternal repair and early child talk 23Juliette Corrin3 Ethnomethodology and adult–child conversation: Whose development? 42Michael Forrester4 ‘Actually’ and the sequential skills of a two-year-old 59Anthony Wootton5 Children’s emerging and developing self-repair practices 74Minna LaaksoSECTION 2 CHILDHOOD INTERACTIONS IN A WIDER SOCIAL WORLD 1016 Questioning repeats in the talk of four-year-old children 103Jack Sidnell7 Children’s participation in their primary care consultations 128Patricia Cahill8 Feelings-talk and therapeutic vision in child–counsellor interaction 146Ian Hutchby9 Intersubjectivity and misunderstanding in adult–child learning conversations 163Chris PikeSECTION 3 INTERACTIONS WITH CHILDREN WHO ARE ATYPICAL 18310 Interactional analysis of scaffolding in a mathematical task in ASD 185Penny Stribling and John Rae11 Multi-modal participation in storybook sharing 209Julie Radford and Merle Mahon12 Child-initiated repair in task interactions 227Tuula Tykkyläinen13 Communication aid use in children’s conversation: Time, timing and speaker transfer 249Michael Clarke and Ray WilkinsonGlossary of transcript symbols 267Index 269

“It is an extremely well-edited and well-balanced book with high quality contributions from the various authors. As such, it is well placed to achieve its aim of enhancing the impact of CA as a discipline by expanding into developmental and applied areas of research.”  (Discourse Studies, 2012)"With lengthy chapters and quality evaluations, this is a thought-provoking book but one not for the faint hearted! It is aimed at academics and students who want up-to-date information." (Speech & Language Therapy in Practice, 1 September 2011)

Hilary Gardner is a lecturer in Human Communication Sciences at Sheffield University, UK, and has worked as a speech and language therapist with children for over 30 years. Michael Forrester is a senior lecturer in the School of Psychology at the University of Kent, UK. Previous publications include the Development of Young Children's Social- Cognitive Skills and Psychology of Language.

• Foreword by Elena Lieven viiIntroduction ixContributors xviiSECTION 1 INTERACTIONS BETWEEN TYPICALLY DEVELOPING CHILDREN AND THEIR MAIN CARERS 11 Next turn and intersubjectivity in children’s language acquisition 3Clare Tarplee2 Hm? What? Maternal repair and early child talk 23Juliette Corrin3 Ethnomethodology and adult–child conversation: Whose development? 42Michael Forrester4 ‘Actually’ and the sequential skills of a two-year-old 59Anthony Wootton5 Children’s emerging and developing self-repair practices 74Minna LaaksoSECTION 2 CHILDHOOD INTERACTIONS IN A WIDER SOCIAL WORLD 1016 Questioning repeats in the talk of four-year-old children 103Jack Sidnell7 Children’s participation in their primary care consultations 128Patricia Cahill8 Feelings-talk and therapeutic vision in child–counsellor interaction 146Ian Hutchby9 Intersubjectivity and misunderstanding in adult–child learning conversations 163Chris PikeSECTION 3 INTERACTIONS WITH CHILDREN WHO ARE ATYPICAL 18310 Interactional analysis of scaffolding in a mathematical task in ASD 185Penny Stribling and John Rae11 Multi-modal participation in storybook sharing 209Julie Radford and Merle Mahon12 Child-initiated repair in task interactions 227Tuula Tykkyläinen13 Communication aid use in children’s conversation: Time, timing and speaker transfer 249Michael Clarke and Ray WilkinsonGlossary of transcript symbols 267Index 269

“It is an extremely well-edited and well-balanced book with high quality contributions from the various authors. As such, it is well placed to achieve its aim of enhancing the impact of CA as a discipline by expanding into developmental and applied areas of research.”  (Discourse Studies, 2012)"With lengthy chapters and quality evaluations, this is a thought-provoking book but one not for the faint hearted! It is aimed at academics and students who want up-to-date information." (Speech & Language Therapy in Practice, 1 September 2011)

Hilary Gardner is a lecturer in Human Communication Sciences at Sheffield University, UK, and has worked as a speech and language therapist with children for over 30 years. Michael Forrester is a senior lecturer in the School of Psychology at the University of Kent, UK. Previous publications include the Development of Young Children's Social- Cognitive Skills and Psychology of Language.

• Foreword by Elena Lieven viiIntroduction ixContributors xviiSECTION 1 INTERACTIONS BETWEEN TYPICALLY DEVELOPING CHILDREN AND THEIR MAIN CARERS 11 Next turn and intersubjectivity in children’s language acquisition 3Clare Tarplee2 Hm? What? Maternal repair and early child talk 23Juliette Corrin3 Ethnomethodology and adult–child conversation: Whose development? 42Michael Forrester4 ‘Actually’ and the sequential skills of a two-year-old 59Anthony Wootton5 Children’s emerging and developing self-repair practices 74Minna LaaksoSECTION 2 CHILDHOOD INTERACTIONS IN A WIDER SOCIAL WORLD 1016 Questioning repeats in the talk of four-year-old children 103Jack Sidnell7 Children’s participation in their primary care consultations 128Patricia Cahill8 Feelings-talk and therapeutic vision in child–counsellor interaction 146Ian Hutchby9 Intersubjectivity and misunderstanding in adult–child learning conversations 163Chris PikeSECTION 3 INTERACTIONS WITH CHILDREN WHO ARE ATYPICAL 18310 Interactional analysis of scaffolding in a mathematical task in ASD 185Penny Stribling and John Rae11 Multi-modal participation in storybook sharing 209Julie Radford and Merle Mahon12 Child-initiated repair in task interactions 227Tuula Tykkyläinen13 Communication aid use in children’s conversation: Time, timing and speaker transfer 249Michael Clarke and Ray WilkinsonGlossary of transcript symbols 267Index 269

“It is an extremely well-edited and well-balanced book with high quality contributions from the various authors. As such, it is well placed to achieve its aim of enhancing the impact of CA as a discipline by expanding into developmental and applied areas of research.”  (Discourse Studies, 2012)"With lengthy chapters and quality evaluations, this is a thought-provoking book but one not for the faint hearted! It is aimed at academics and students who want up-to-date information." (Speech & Language Therapy in Practice, 1 September 2011)