Lakhasly

Below I reprint some data that will allow us to work with the Doing and Not Just Saying Tool.Here are questions to think about in trying to apply the Doing and Not Just Saying Tool to this data:

1- When the child says, "This looks like this is an egg", the mother says, "That's exactly what it is!" In an energized way. The exclamation point means her intonation contour was one of excitement or surprise (as does her use of "exactly" here).This data is from Crowley & Jacobs's paper "Islands of expertise

and the development of family scientific literacy." I have reprinted the transcript as they have printed it. The bold print on "egg" means

emphatic stress and "..."They have local goals or purposes for each utterance and larger, more global goals for a whole set of connected utterances.5- The mother reads off the card "Replica of a dinosaur egg. From the oviraptor."This is hardly three-year-old language ("replica," "oviraptor"). Why does she read it to the child? The mother doesn't just read this sort of language to her child, she speaks it as well. Later she says: Do you have a ... You have an oviraptor on your game! You know the egg game on your computer? That's what it is, an oviraptor. And that's from the Cretaceous period. And that was a really, really long time ago. Why does she speak this way ("oviraptor," "Cretaceous period") to the child?In this interaction, the mother and child have in front of them a plastic dinosaur, a plastic replica of a dinosaur's egg, and a little card on which is written the name of the dinosaur and information about it and its egg.From the oviraptor." The mother is telling the child to look at the printed card. He is three years old and cannot read, so why is she telling him to look at the card? Why is she emphasizing the word "egg" (which is printed on the card)?.7- When people communicate, they are trying to do things with each utterance and with a whole set of utterances taken together.In some families parents do not talk and interact with their three-year-olds this way.means a noticeable pause.Replica of a dinosaur egg.M: Ok well this...

Below I reprint some data that will allow us to work with the Doing and Not Just Saying Tool. However, this data also provides a good opportunity to work with the Making Strange Tool. The data is the beginning of a conversation at home between a mother and her three-year-old. In some families parents do not talk and interact with their three-year-olds this way. In other families such talk and interaction is common. The Frame Problem Tool can be used here, too, as you think about how much of the context is relevant to what this mother is doing and push the relevant context beyond the home.

In this interaction, the mother and child have in front of them a plastic dinosaur, a plastic replica of a dinosaur's egg, and a little card on which is written the name of the dinosaur and information about it and its egg. As you think about this data, ask what the mother is trying to do and not just say. Ask, too, where the mother is trying to give the child information and why. Even when she is giving the child information, is this the only thing she is trying to do, her only purpose?

This data is from Crowley & Jacobs's paper "Islands of expertise

and the development of family scientific literacy." I have reprinted the transcript as they have printed it. The bold print on "egg" means

emphatic stress and "..." means a noticeable pause. "C" is the child and "M" is the mother:

C: This looks like this is an egg.
M: Ok well this... That's exactly what it is! How did you know?
C: Because it looks like it.
M: That's what it says,see look egg, egg....
Replica of a dinosaur egg. From the oviraptor.

Here are questions to think about in trying to apply the Doing and Not Just Saying Tool to this data:

1- When the child says, "This looks like this is an egg", the mother says, "That's exactly what it is!" In an energized way. The exclamation point means her intonation contour was one of excitement or surprise (as does her use of "exactly" here). Is her excitement or surprise real or fake ?
2- Why does the mother ask the child, "How did you know?" After he has said: "This looks like this is an egg." The child in saying "this looks like" seems actually to be making a guess, rather than actually claiming to know. Why does the mother take him to be making a claim to know, rather than just a guess?.
3- The child answers the mother's question about how he knew it was an egg by saying" Because it looks like it." Then the mother says,"That's what it says [here on the card]." Why does she say this? The child has just answered her with observation based on how things look to him.
4- After the mother says "That's what it says" [here on this card], she says "see look egg, egg... Replica of a dinosaur egg. From the oviraptor." The mother is telling the child to look at the printed card. He is three years old and cannot read, so why is she telling him to look at the card? Why is she emphasizing the word "egg" (which is printed on the card)?.
5- The mother reads off the card "Replica of a dinosaur egg. From the oviraptor." This is hardly three-year-old language ("replica," "oviraptor"). Why does she read it to the child? The mother doesn't just read this sort of language to her child, she speaks it as well. Later she says: Do you have a ... You have an oviraptor on your game! You know the egg game on your computer? That's what it is, an oviraptor. And that's from the Cretaceous period. And that was a really, really long time ago.
Why does she speak this way ("oviraptor," "Cretaceous period") to
the child? Why is she bringing up the child's game?
6- Do you think this three-year-old knows a lot about dinosaurs? Can three-years-old know a lot about something like dinosaurs by adult standards? Does what the child knows about dinosaurs have anything to do with what the mother is trying to do, by how she is talking to and interacting with the child here?
7- When people communicate, they are trying to do things with each utterance and with a whole set of utterances taken together. They have local goals or purposes for each utterance and larger, more global goals for a whole set of connected utterances.