Conversation analytic role-play method (CARM) for early childhood teacher education

Abstract

Here the authors explore everyday teaching strategies that work to implement early childhood curriculum frameworks, using published transcripts of video-recorded data of real-life teacher–child interactions in early childhood centres in Australia and New Zealand. The analysis uses a conversation analysis approach to reveal the sequences of action (talk and gesture) in the co-construction of pedagogical interactions. The authors illustrate how this approach builds on Elizabeth Stokoe’s Conversation Analytic Role-play Method (CARM), helping guide early childhood teachers in their interactions with infants, toddlers and young children. They argue that emphasis on real rather than recalled event..