Research on children interacting with each other encompasses a wide variety of specific research interest, including but not limited to a focus on language. In this introduction to an issue of Discourse Studies devoted to the contribution of peer talk to pragmatic development, we define ‘peer talk’ as an interdisciplinary field of inquiry and we critically review literature on the role of peer talk in children’s pragmatic development. We suggest that ‘peer talk’ as a field of inquiry properly encompasses studies (...) of the development of language through peer interaction as well as the ways in which peer talk functions in children’s co-construction of their social and cultural worlds. Research reviewed here suggests that peer talk may be a crucial site for pragmatic development, offering children a wide range of opportunities for mutual learning of interactive as well as linguistic skills. The evidence we review, which comes from the fields of language socialization, second language learning, and child-discourse, highlights two major contextual features of peer talk: its collaborative, multi-party, symmetrical participation structure; and its role in the co-constructed worlds of childhood culture. Finally, we call for research and theorizing that would bridge the gap between developmental and ethnographically-informed approaches to the study of child discourse, in order to ensure that children’s peer talk receives the attention due it as a major site for both the development of discourse skills and the creation of childhood culture. (shrink)

The study aims to lay the groundwork for systematically investigating children’s peer discourse at different age levels with a view to delimiting the role of peer talk for pragmatic development. An interdisciplinary stance to the study of children’s peer talk is argued for, considering it simultaneously as the arena for the co-construction of childhood cultures as well as an arena for development. We propose a four-dimensional model of discursive events, meant to capture both dimensions simultaneously. The model takes into account (...) the dynamic interplay among the type of activity children are engaged in, the overall thematic frame of the event, its internal framing by the children themselves and the genre used. The model is applied to the analysis of natural peer talk at two age levels, preschoolers and fourth graders, focusing mainly on variation along the dimension of keying. The two age groups studied are shown to share a rich repertoire of keyings and genres, but to differ in their relative salience and modes of realization by age. Our analysis suggests that peer talk offers children ample opportunities to listen in, practice and display conversational as well as academic discursive skills, and hence may very well prove a crucial site for pragmatic development. (shrink)

This reply to three reviews of the book Development of Emotions and Emotion Regulation (2006) discusses the criticisms of our internalization model of emotional development. The model highlights the significance of expressions for the ontogenetic differentiation of emotions. We focus particularly on the reviewers’ remarks on the degree and usefulness of an internalization of emotional expression signs, on the methodological problems when assessing internalized expression signs, and on the development of a strategic use of expression signs in social interactions. Finally, (...) we agree with the reviewers’ emphasis on the need to consider how the interplay between the development of emotions and emotion regulation leads to the emergence of increasing cultural differences throughout the course of ontogenesis. (shrink)

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